This edited volume focuses on the role that school climate and disciplinary practices have on the educational and social experiences of students of color.
This edited volume focuses on the role that school climate and disciplinary practices have on the educational and social experiences of students of color. Drawing from quantitative, qualitative, and theoretical studies, it brings to bear a number of topics such as racialized school experiences; criminology, discursive deviance and punishment and carceral studies; urban studies; school administration and leadership; and, a number of critical theorist frameworks.Practical insights are offered to assist administrators, teachers, school counsellors, and other school and non-school based professionals on how to address not only disparities in school discipline, but also create and promote an inclusive, affirming positive school culture and climate.With applications in disciplinary studies and criminology, leadership studies, critical race theory and other critical frameworks, this volume is a valuable resource advancing new theoretical concepts.
Okilwa, Khalifa, and Briscoe present readers with a collection of academic essays and scholarly articles focused on the discipline disparity evident in schools across the United States and its relation to the school-to-prison pipeline phenomena at work in many of this countrys urban school districts. The nine selections that make up the main body of the text are devoted to the indignities on which the school-to-prison pipeline is built, resisting the school-to-prison pipeline, discipline and punishment in the American school system, and a wide variety of other related subjects. Nathern Okilwa and Felecia Briscoe are faculty member of the University of Texas at San Antonio. Muhammad Khalifa is a faculty member of Michigan State University. Distributed in North America by Turpin Distribution. Annotation ©2017 Ringgold, Inc., Portland, OR (protoview.com)
