The Movement Expands

2021 ◽  
pp. 212-236
Author(s):  
Mark R. Warren

Chapter 8 examines the expansion of the movement to new issues and newly forceful constituents. It charts the rise of the police-free schools movement and discusses the influence of the Movement for Black Lives. It documents the assertion of voice and leadership by Black girls; girls of color; and gender nonconforming students in the movement, highlighting the intersectional ways that they experience the school-to-prison pipeline. Finally, it examines the role of teachers as allies to the movement and highlights efforts to implement restorative justice as an alternative to zero tolerance. It emphasizes the need to connect restorative justice to school-site organizing that connects teachers with students and parents in ways that transform relationships and create liberatory education.

2020 ◽  
Vol 39 (2) ◽  
pp. 200-214
Author(s):  
Matthew E. Vanaman ◽  
Hanah A. Chapman

AbstractMany U.S. states have proposed policies that restrict bathroom access to an individual’s birth sex. These policies have had widespread effects on safety for transgender and gender-nonconforming people, as well as on state economies. In this registered report, we assessed the role of disgust in support for policies that restrict transgender bathroom access. We found that sensitivity to pathogen disgust was positively associated with support for bathroom restrictions; sexual and injury disgust were unrelated. We also examined the role of disgust-driven moral concerns, known as purity concerns, as well as harm-related moral concerns in support for bathroom restrictions. While concerns about harm to cisgender and transgender people predicted support for bathroom restrictions, purity was a much stronger predictor. Also, purity partially mediated the link between pathogen disgust and support for bathroom restrictions, even after accounting for harm concerns. Findings and implications are discussed.


2017 ◽  
Vol 55 (10) ◽  
pp. 1419-1440 ◽  
Author(s):  
Dorothy Hines-Datiri ◽  
Dorinda J. Carter Andrews

Black girls are more likely to be suspended or expelled through exclusionary discipline than their female counterparts, but continue to be overlooked and understudied. This article presents a case for using critical race feminism and figured worlds as theoretical frameworks for examining the effects of zero tolerance policies on Black girls. We use these frameworks to explore how adults’ implementation of disciplinary policies not only affects the racial and gender identity development of Black girls, but perpetuates anti-Black discipline and represents behavioral responses to White femininity that may not align with Black girls’ femininity and identification with school.


2006 ◽  
Vol 10 (1) ◽  
pp. 9-28 ◽  
Author(s):  
Kathleen Daly ◽  
Julie Stubbs

We analyse five areas of feminist engagement with restorative justice (RJ): theories of justice; the role of retribution in criminal justice; studies of gender (and other social relations) in RJ processes; the appropriateness of RJ for partner, sexual or family violence; and the politics of race and gender in making justice claims. Feminist engagement has focused almost exclusively on the appropriateness of RJ for sexual, partner or family violence, but there is a need to broaden the focus. We identify a wider spectrum of theoretical, political and empirical problems for future feminist analysis of RJ.


Author(s):  
Lois Weiner ◽  
Chloe Asselin

How does educational research inform understanding of the current labor activism among U.S. teachers and illuminate teachers’ capacity when they are organized as workers to challenge neoliberal educational policies? To address these questions we examine critical research on teachers’ work and teachers unions from 2000-2019, scrutinizing knowledge production about teachers’ work and the role of teachers unions in contesting and conceding to reform, and analyzing how ideological assumptions about capitalism, labor, race, class, and gender configure the amount and nature of scholarship on teachers unions. We explain why scholarship on school reform should include attention to teacher unionism, re-conceptualizing tensions between what are understood as “social justice” struggles and defense of teachers’ professional interests, livelihoods, and working conditions.


2021 ◽  
pp. 089124322110579
Author(s):  
Ranita Ray

The paradox of girls’ academic gains over boys, across race and class, has perplexed scholars for the last few decades. Through a 3-year longitudinal ethnography of two predominantly economically marginalized and racially minoritized schools, I contend that while racially marginalized girls may have made academic gains, school is nevertheless a hostile institution for them. Focusing on the case of Black girls and recent immigrant girls of color, I identify three specific ways in which school functions as hostile institution for them: (1) gendered racial harassment from teachers, (2) erasure of intellect, and (3) estrangement within their communities. Furthermore, the denigration of immigrant girls becomes the conduit for misogynoir. I find that the gains of some racially marginalized girls in school often justify hostility against all of them. Bringing into conversation a feminist analysis of schooling that rejects girls’ educational gains as ubiquitous evidence of a gender revolution with a Black-colonial education framework that emphasizes schooling as a technology of oppression, I explore the current role of school as a hostile institution for Black girls and immigrant girls of color.


2019 ◽  
Vol 12 (3) ◽  
pp. v-vi
Author(s):  
Claudia Mitchell

The concerns addressed by the authors in this issue point to the need for a reimagining of girlhood as it is currently framed by settler and carceral states. To quote the guest editors, Sandrina de Finney, Patricia Krueger-Henney, and Lena Palacios, “The very notions of girl and girlhood are embedded in a colonial privileging of white, cis-heteropatriarchal, ableist constructs of femininity bolstered by Euro-Western theories of normative child development that were—and still are—violently imposed on othered, non-white girls, queer, and gender-nonconforming bodies.” Indigenous-led initiatives in Canada, such as the Networks for Change: Girl-led ‘from the Ground up’ Policy-making to Address Sexual Violence in Canada and South Africa project, highlighted in four of the eight articles in this issue, along with the insights and recommendations offered in the articles that deal with the various positionalities and contexts of Latinx and Black girls, can be described as creating a new trail. In using the term trail, here, I am guided by the voices of the Indigenous researchers, activists, elders, and community scholars who participated in the conference called More Than Words in Addressing Sexual and Gender-based Violence: A Dialogue on the Impact of Indigenous-focused, Youthled Engagement Through the Arts on Families and Communities held in Montreal. Their use of the term trail suggests a new order, one that is balanced between the ancestors and spiritual teachings on the one hand, and contemporary spaces that need to be decolonized on the other with this initiative being guided by intergenerationality and a constant interrogation of language. The guest editors of this special issue and all the contributors have gone a long way on this newly named trail.


2019 ◽  
Vol 128 (1) ◽  
pp. 25-31 ◽  
Author(s):  
Rachel M. Butler ◽  
Arielle Horenstein ◽  
Matt Gitlin ◽  
Rylan J. Testa ◽  
Simona C. Kaplan ◽  
...  

Author(s):  
Mark R. Warren

Willful Defiance documents how Black and Brown parents, students and members of low-income communities of color organized to dismantle the school-to-prison pipeline in their local schools and built a movement that spread across the country. The book begins in the Mississippi Delta where African American families were some of the first to name and speak out against the school-to-prison pipeline and challenge anti-Black racism, exclusionary discipline policies that suspend and expel students of color at disproportionate rates and policing practices that lead students into the juvenile and criminal justice systems. The book examines organizing processes in Mississippi, Los Angeles, Chicago, and other localities, showing how groups led by parents and students of color built the power to win policy changes to reduce suspensions and expulsions by centering the participation of people most impacted by injustice and combining deep local organizing with resources from the national movement. It shows how an intersectional movement emerged as girls of color and gender nonconforming students asserted their voice, the movement won victories to remove or defund school police and sought to establish restorative justice alternatives to transform deep-seated racism in public schools. The book documents the struggle organizers waged to build a movement led by community groups accountable to people most impacted by injustice rather than Washington-based professional advocates. It offers a new model for federated movements that operate simultaneously at local, state, and national levels, while primarily oriented to support local organizing and reconceptualizes national movements as interconnected local struggles whose victories are lifted up and “nationalized” to transform racially inequitable policies at multiple levels.


Author(s):  
Isha Leibel

Research has shown that the institutions and ideologies behind hegemonic society’s laws, educational system, and religions, have been integral to the discrimination of LGBTQ+ youth. To better understand the specific aspects of each institution, and how they directly affect LGBTQ+ youth, this paper critically examines these institutions using both the traditional heteronormative lens, as well as the more recent LGBTQ+ friendly lens. Issues such as the role of homophobic political leaders, and the laws they pass, are considered. As the majority of youth spend their formative years in an educational setting, the role of teachers, peers, and parents are all considered when discussions of ‘coming out’ or sexual education is brought to light. Furthermore, in an attempt to understand the coexistence of LGBTQ+ youth and religious education, comparisons between different school settings are taken into consideration.  Following the review, different avenues are suggested to further study this topic in order to create a more inclusive, safe, and accepting society for all sexualities and gender identities.


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