"I Know Why the Caged Bird Sings," Too: Carceral Logics and Sense of Belonging of Black and Brown Bodies in Education

Autor/in	Strayhorn, Terrell L.
Titel	"I Know Why the Caged Bird Sings," Too: Carceral Logics and Sense of Belonging of Black and Brown Bodies in Education
Quelle	In: Peabody Journal of Education, 96 (2021) 5, S.598-606 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Strayhorn, Terrell L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-956X
DOI	10.1080/0161956X.2021.1991705
Schlagwörter	Elementary Secondary Education; Higher Education; Figurative Language; Racial Bias; Homicide; African Americans; Minority Group Students; COVID-19; Pandemics; Institutionalized Persons; Correctional Institutions; Punishment; At Risk Students; Disproportionate Representation; Discipline Policy; Student Behavior + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Racial discrimination; Rassismus; Mord; Afroamerikaner; Jugendstrafvollzug; Bestrafung; Disziplinarmaßnahme; Student behaviour; Schülerverhalten
Abstract	In this essay, I use the singing caged bird as a mental model for addressing carceral logics generally and carcerality in K-12 and higher education, specifically. First, I offer a high-level overview of carceral logics to complement and extend what is offered in other sections of this volume by participating authors. Then, I segue into deeper discussion of three specific carceral logics, made evident through the "caged bird" metaphor: the logic of extraction, the logic of captivity, and the logic of surveillance. A final section synthesizes these points in the context of the existing literature, highlighting implications for future policy, practice, and research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01