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Carcerality and Education: Toward a Relational Theory of Risk in Educational Institutions
American Behavioral Scientist ( IF 2.531 ) Pub Date : 2022-03-26 , DOI: 10.1177/00027642211054828
Jude Paul Matias Dizon 1 , Taylor Enoch-Stevens 2 , Adrian H. Huerta 3
Affiliation  

In this paper, we explore the logics underlying the policies and practices within K-12 schools, colleges, and universities that expose students to carceral systems, such as the police and prisons. Educational institutions at all levels have had the latitude to develop the capacity to discipline, surveil, and control students, which reproduce carceral logics within as well as create pathways to carceral systems. However, our scholarly understanding of such phenomena is bifurcated and uneven. While there is an extensive line of research on exclusionary discipline in the K-12 sector, similar scholarship is emergent at the postsecondary level. The goals of this paper are twofold. First, we review the ways in which carcerality informs the development of discipline, punishment, and control structures throughout the K-16 pipeline. Second, we introduce a relational theory of risk as a unified conceptual approach to examine carceral policies and practices in both the K-12 and the higher education sectors. From a relational risk perspective, we argue that carceral practices can be understood as a relationship between educational institutions and students who are perceived to be threats to institutional interests. Engaging with the organizational imperatives that lead to carceral practices, researchers and practitioners can better attend to dismantling racial exclusion in education.

中文翻译:

Carcerality 与教育:迈向教育机构风险的关系理论

在本文中,我们探讨了 K-12 学校、学院和大学中将学生暴露于监狱系统(例如警察和监狱)的政策和实践背后的逻辑。各级教育机构都有能力培养对学生进行纪律、监督和控制的能力,从而在内部重现监禁逻辑并为通向监禁系统创造途径。然而,我们对这种现象的学术理解是分叉和参差不齐的。虽然在 K-12 领域对排他性学科进行了广泛的研究,但类似的学术研究也在高等教育阶段出现。本文的目标是双重的。首先,我们回顾了监禁在整个 K-16 管道中为纪律、惩罚和控制结构的发展提供信息的方式。第二,我们引入风险关系理论作为一种统一的概念方法来检查 K-12 和高等教育部门的监狱政策和实践。从关系风险的角度来看,我们认为监狱实践可以理解为教育机构与被认为对机构利益构成威胁的学生之间的关系。研究人员和从业人员参与导致监禁做法的组织要求,可以更好地参与消除教育中的种族排斥。我们认为,监禁实践可以理解为教育机构与被认为对机构利益构成威胁的学生之间的关系。研究人员和从业人员参与导致监禁做法的组织要求,可以更好地参与消除教育中的种族排斥。我们认为,监禁实践可以理解为教育机构与被认为对机构利益构成威胁的学生之间的关系。研究人员和从业人员参与导致监禁做法的组织要求,可以更好地参与消除教育中的种族排斥。
更新日期:2022-03-26
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