System Failure: Policy and Practice in the School-To-Prison Pipeline

Cover
Endorsement Page
Half Title
Series Page
Title Page
Copyright Page
Dedication
Table of Contents
List of Contributors
Series Editor Introduction
Chapter 1: SYSTEM FAILURE: Policy in the School-to-Prison Pipeline
	Existing Perspectives
	Policy Designs to Address Problem of School-to-Prison Pipeline
		Early Efforts at Reform
		Recent Policy Attention to Issue of Education
	Persistence of the Problem
		Goals of Book and Overview of Chapters
	Implications for Policy Design
		Anti-School-to-Prison Pipeline Policies That Are Race Neutral Have Racialized Impacts
		Anti-School-to-Prison Pipeline Policies That Are Not Located in a Civil Rights and Racial Justice Policy Framework Are Ineffective and Have Racialized Impacts
		Policy Design Failures Are Not Just a Public Problem: They Are a Public/Private Problem. In a Way, They Are a Solution for Private Actors Seeking Profit and Markets for Their Goods
		Policies That Are Disconnected from the Informal Ecosystems That Support Youth Are Incomplete and Often Deficit Based
	Conclusion
	Bibliography
Chapter 2: ‘Softening’ School Resource Officers: The Extension of Police Presence in Schools in an Era of Black Lives Matter, School Shootings, and Rising Inequality
	Introduction
	Racial Capitalism and Police in Schools
	Viewing Racial Capitalism through Racial Projects
	Methods and Context
	Findings
		The Race Radical View of SROs
		The Neoliberal Therapeutic View of SROs
		State Policy and the Hardening of Debate on SROs
	Discussion: The Official Anti-racism of SROs
	Conclusion
	Notes
	References
Chapter 3: The Culture of Power Online: Cultural Responsiveness and Relevance in Vendor-Developed Online Courses
	The Culture of Power Online: Cultural Responsiveness and Relevance in Vendor-Developed Online Courses
	The Context of an Expanding Private Sector in K-12 Curriculum and Instruction
	Applying a Critical Lens to Online Learning
		Critical Curriculum Studies
		Culturally Relevant Pedagogy
	Methods
		Data and Sample
		Data Collection
		Analytic Strategy
		Positionality Statement
	Setting the Classroom Context: What Did the Online Course Labs Look Like?
	Culturally Responsive-Aligned Features Facilitated by the Online Course System
	Perpetuating the Culture of Power: What Does It Look Like Inside the Online Courses?
		Normative Cultural Narratives
		Positivism and Abstraction
		Neoliberal Bias
		Discriminatory Content
	Acknowledging the Culture of Power
	Limitations
	We Must Do Better: Opportunities to Disrupt the Culture of Power in Online Courses
	Conclusion
	Epilogue
	Notes
	References
Chapter 4: Redirecting the Teacher’s Gaze: Teacher Education, Youth Surveillance, and the School-to-Prison Pipeline
	Teaching Teachers to Resist Youth Surveillance
	The Disciplinary Gaze as School Tradition
	From Surveillance to Incarceration
	Confronting the School-to-Prison Pipeline
	The Role of Teacher Education in the School-to-Prison Pipeline
	Tapping the Potential for a More Critical Teacher Education
	Conclusion
	References
Chapter 5: Understanding the School-to-Prison Pipeline for Black Probation Youth
	Overrepresentation of Black Youth in Multiple Systems
	Theoretical Pathways for Special Education-to-Prison Pipeline
	Conceptual Framework
	Unique Experiences of Black Youth
	What about Black Girls?
	Summary of Findings about Black Probation Youth
	Black Probation Youth by Gender
	Discussion
	References
Chapter 6: Exploring the Relevance and Use of Funds of Gang Knowledge among System-Impacted Latino Boys and Young Men: The Case of an Urban Continuation School
	Literature Review
		Criminalization of Youth in Urban Schools
		Gangs and Latino Youth
		Continuation School Culture
	Conceptual Framework
		(Dark) Funds of Knowledge
		Challenging Knowledge(s) as Sources of Funds of Gang Knowledge
		(Dark) Funds of Knowledge as Pedagogical Assets
	Methodology
		Site and Participants
	Findings
		Graffiti Art
		Knowing How to Survive or Prepare for Juvenile Incarceration Facilities
		Teachers' Deficit Reactions to Funds of Gang Knowledge
		Knowing How to Interact with Law Officials
		“Can't Punk Me!” Knowing How to Advance Status in Gangs or Graffiti Crews
	Discussion
	Note
	References
Chapter 7: Rising Up and Breaking Down: Youth Resilience and Institutional Failures in the School-to-Prison Pipeline
	Introduction
		The Study
		The Beginning
	Conclusion
	Acknowledgment
	Biblography
Index