A BlackCrit Analysis on Black Urban Youth and Suspension Disproportionality as Anti-Black Symbolic Violence

Autor/inn/en	Coles, Justin A.; Powell, Tunette
Titel	A BlackCrit Analysis on Black Urban Youth and Suspension Disproportionality as Anti-Black Symbolic Violence
Quelle	In: Race, Ethnicity and Education, 23 (2020) 1, S.113-133 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Coles, Justin A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-3324
DOI	10.1080/13613324.2019.1631778
Schlagwörter	African American Students; Suspension; Disproportionate Representation; Racial Bias; Discipline; United States History; Educational History; Social Bias; Summer Programs; Writing Instruction; Student Attitudes; Critical Theory; Race; High School Students; Social Justice; Consciousness Raising; Student Experience + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Ausschluss; Schulausschluss; Racial discrimination; Rassismus; Disziplin; History of education; Bildungsgeschichte; Sommerkurs; Schreibunterricht; Schülerverhalten; Kritische Theorie; Rasse; Abstammung; High school; High schools; Oberschule; Soziale Gerechtigkeit; Bewusstseinsbildung; Studienerfahrung
Abstract	Through an analysis of Black urban high school youth's critical engagements with literacy, the authors examine school suspensions--particularly disproportionality--as anti-Black symbolic violence. By historically mapping the terrain of discipline, from chattel slavery to "The New Jim Crow," the article unearths the connection between racial disproportionality in school discipline and the micro-level context of systemic societal Black exclusion. Gathered from a 3-week summer writing course, the data highlights how Black youth conceptualize suspensions and disproportionality as structurally anti-Black by design. Guided by the triangulation of CRT, BlackCrit, and theories of critical literacy, the data provides an anti-Black specific analysis of school suspensions centered in the voices and lived truths of Black youth. The article concludes by prompting educators to (1) confront antiblackness within disciplinary practices (and schooling at-large) and (2) wrestle with the necessity for school suspensions given the history of being meted out in racially inequitable ways. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01