School, Not Jail: How Educators Can Disrupt School Pushout and Mass Incarceration

Sonst. Personen	Williamson, Peter (Hrsg.); Appleman, Deborah (Hrsg.)
Titel	School, Not Jail: How Educators Can Disrupt School Pushout and Mass Incarceration
Quelle	(2021), (168 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-8077-6549-4
Schlagwörter	Educational Change; Advocacy; Social Justice; Minority Group Students; Correctional Institutions; Elementary Secondary Education; Discipline Policy; Educational Policy; Teacher Attitudes; Administrator Attitudes + Suchen Sie Ihr Suchwort? Bildungsreform; Sozialanwaltschaft; Soziale Gerechtigkeit; Jugendstrafvollzug; Disziplinarmaßnahme; Politics of education; Bildungspolitik; Lehrerverhalten
Abstract	This important volume examines how and why increasing numbers of students, disproportionately youth of color, are being taken from our schools and put into our prisons. Williamson and Appleman, along with a collection of scholars, teacher educators, K-12 teachers, an administrator, and an incarcerated student, offer their perspectives on how schooling can be restructured to disrupt this flow and dismantle the school-to-prison pipeline. They present clearly articulated strategies on curriculum, pedagogy, and disciplinary practices that can help redirect our collective efforts away from carceral practices. By considering chapters from prison educators and an essay by a currently incarcerated student (the end of the pipeline), readers will plainly see the disciplinary and curricular issues that need to be addressed in our schools. The text includes examples of meaningful ways to engage students that could be incorporated into a variety of classrooms, from social studies to science to English language arts. Book Features: (1) Instructive cautionary tales with specific pedagogical and policy suggestions; (2) Alternatives to discipline in schools, such as restorative justice and positive behavioral support; (3) Insights to help educators consider the trajectory of their students, as well as suggestions for making the curriculum both relevant and sustaining; and (4) Directly addresses the ways in which an understanding of the mechanisms of the school-to-prison pipeline can be woven into teacher preparation. [Foreword written by H. Samy Alim.] (As Provided).
Anmerkungen	Teachers College Press. 1234 Amsterdam Avenue, New York, NY 10027. Tel: 800-575-6566; Fax: 802-864-7626; e-mail: tcp.orders@aidcvt.com; Web site: http://www.tcpress.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01