Fifteenth Annual AERA "Brown" Lecture in Education Research: Disrupting Punitive Practices and Policies: Rac(e)ing Back to Teaching, Teacher Preparation, and "Brown"

Autor/in	Milner, H. Richard, IV
Titel	Fifteenth Annual AERA "Brown" Lecture in Education Research: Disrupting Punitive Practices and Policies: Rac(e)ing Back to Teaching, Teacher Preparation, and "Brown"
Quelle	In: Educational Researcher, 49 (2020) 3, S.147-160 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-189X
DOI	10.3102/0013189X20907396
Schlagwörter	Desegregation Litigation; School Desegregation; African American Students; Academic Achievement; Discipline; African American Teachers; Punishment; Social Justice; Trauma; Teacher Influence; Transformative Learning; Curriculum + Suchen Sie Ihr Suchwort? Integrative Schule; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Schulleistung; Disziplin; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Bestrafung; Soziale Gerechtigkeit; Pädagogische Transformation; Curricula; Lehrplan; Rahmenplan
Abstract	Mr. Williams, a student during segregation and educator who began his career in the years following the 1954 "Brown v. Board of Education" decision, sheds light on why Black students succeeded in all-Black schools as well as challenges faced in advancing racial justice. In his context, according to Mr. Williams, Black students succeeded because of the influence of Black teachers and the discipline that was cultivated among teachers and students. However, discipline was conceptualized and practiced in a developmentally supportive manner for students during segregation while it is practiced as a form of exclusion in schools currently. Milner argues that we should change our language of disciplinary practices to punishment practices to more accurately capture current practices. In addition, Milner introduces curriculum punishment as a tool to describe how students are punished when they are not exposed to potentially transformative, racially just learning opportunities that can result in vicarious trauma. Implications for teacher education are discussed. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01