Accommodation and Adjudication in Student-Administration Conflicts: The Difficult Legacy of the U.S. Supreme Court

Autor/inn/en	Meyer, Heinz-Dieter; Bratge, Katrina
Titel	Accommodation and Adjudication in Student-Administration Conflicts: The Difficult Legacy of the U.S. Supreme Court
Quelle	In: Peabody Journal of Education, 86 (2011) 4, S.436-449 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-956X
DOI	10.1080/0161956X.2011.597274
Schlagwörter	Stellungnahme; Civil Rights; Court Litigation; Grade 8; Conflict Resolution; Public Schools; Student Rights; School Administration; Special Education; Freedom of Speech; Religion; Discipline; Student Behavior; State Church Separation + Suchen Sie Ihr Suchwort? Bürgerrechte; Grundrechte; Zivilrecht; Rechtsstreit; School year 08; 8. Schuljahr; Schuljahr 08; Conflict solving; Konfliktlösung; Konfliktregelung; Public school; Öffentliche Schule; Special needs education; Sonderpädagogik; Sonderschulwesen; Redefreiheit; Disziplin; Student behaviour; Schülerverhalten; Kirche-Staat-Beziehung
Abstract	In this article, we consider a series of U.S. Supreme Court rulings that place public school students under an expansive shield of constitutional rights while often hampering the ability of administrators to engage in flexible and creative conflict resolution in the context of the school's mission. The court's readiness to adjudicate a large range of student-administration conflicts has weakened schools' ability to pragmatically accommodate conflicts that, by their nature, do not have principled solutions at the level of the law. We argue that as long as adjudication is the privileged course of action, the court seems locked into a philosophical zigzag, now endowing 8th graders with due process and constitutional rights, now framing them as mere "subjects." To strengthen schools as educational and moral institutions, school leaders need to be able to construct systems of accommodation that are sensitive to their special educational nature and mission. (Contains 4 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10