An Ethical Critique of Suspension and Zero-Tolerance Policies

2010 ◽  
Vol 27 (2) ◽  
pp. 104-114
Author(s):  
Yael Efreom-Lieber ◽  
Paul S. Lieber
Keyword(s):  
Social Justice ◽  
Secondary School ◽  
Ethical Theory ◽  
Zero Tolerance ◽  
Psychological Development ◽  
Student Discipline ◽  
Discipline Problems ◽  
Australian School ◽  
School Suspension ◽  
Ethical Critique

AbstractElementary and secondary school leaders advocating remediation and prevention of student discipline problems are doing so in lieu of direct development of student self-discipline (Larson, Smith, & Furlong, 2002). This shift has lead to the use of zero-tolerance strategies towards discipline (Maxcy, 2002). In this article, zero-tolerance policies — in particular, the use of out-o-school suspension — is critiqued from three ethical theory perspectives. This research argues for alternate approaches to discipline (Jackson, Boostrom, & Hansen, 1993; Skiba & Peterson, 1999) based in classical ethical theory, with specific emphasis on social justice (Rawls, 1971). Implications on Australian school systems and educational psychological development are discussed.

scholarly journals Principal discretion and the use of out-of-school suspension in public high schools

2019 ◽  
Author(s):  
◽  
Seth Harrell
Keyword(s):  
Decision Making ◽  
High School Principals ◽  
Zero Tolerance ◽  
Student Discipline ◽  
School Suspension ◽  
Study Results ◽  
School Suspensions ◽  
Student Misbehavior ◽  
Principal Decision Making ◽  
Out Of School

The purpose of this mixed methods study was to analyze school principal's perception and use of out-of-school suspension as a consequence to address student misbehavior. This study was conducted on current acting high school principals in the southeast region of a Midwestern state. Participants completed a survey that consisted of items related to principal decision making as well as the use of zero-tolerance policies to determine discipline outcomes. Survey items were designed to determine how out-of-school suspensions are used in relation to the use of principal discretion and zero-tolerance policies. Principals in this study were given the opportunity to participate in follow-up interviews where principals were asked more specific questions about their use of out-ofschool suspension as a form of student discipline. Study results found that principals felt the use of out-of-school suspension were an effective consequence to address student misbehavior. Principals felt they had the autonomy to use their discretion to determine the most appropriate consequence to address student misbehavior in their respective schools. Opinions were mixed on the use of zero-tolerance policies. A majority of surveyed participants felt that zero-tolerance policies were an effective method used to address student misbehavior. However, principals who were interviewed preferred to use their discretion over zero-tolerance policies when determining the most appropriate consequence because principals wanted to be able to consider all of the circumstances of a discipline situation. Principals concluded that out-of-school suspensions are necessary in-order to protect the learning environment for all students; however, there are inconsistencies in the use of such suspensions. These inconsistencies are present through the use of principal discretion and decision making, the use of zero-tolerance policies, the length of the suspension, and the unnecessary use of suspensions for minor discipline infractions.

Christian anti-Judaism and early object relations theory

2018 ◽  
Vol 6 (3) ◽  
pp. 226-242 ◽  
Author(s):  
Marsha Aileen Hewitt
Keyword(s):  
Social Justice ◽  
Object Relations ◽  
Psychological Development ◽  
Object Relations Theory ◽  
Freudian Theory

The central ideas of early object relations theory are heavily inflected with Christian anti-Judaism, particularly as found in the work of Ian Dishart Suttie, now credited as the founder of this tradition. The critique of Freud launched by Suttie repudiates Freudian theory as a “disease” inextricably connected to Freud being a Jew. Suttie’s portrayal of Judaism both conforms to and replicates those theological commitments that privilege a triumphalist, supersessionist Christianity that breaks with Judaism, understood as devoid of love, ethics, and social justice interests. The paper argues that the elements organizing the central concepts that structure Suttie’s Christian prejudice constitute distorting ideological interests that circulate and shape important strands of contemporary object relations theory. Central to the authors discussed is a repudiation of Freud’s theory of unconscious drives on the basis of privileging love and intersubjectivity as the motivators of human psychological development made possible by Jesus and Christianity. The paper demonstrates that contemporary object relations theory remains heavily indebted to Suttie while remaining oblivious to his explicit anti-Judaism.

scholarly journals GETTING CURSED OUT FOR SOCIAL JUSTICE: NOTES ON HANDLING VERBAL ASSAULTS WITH HUMANITY

2020 ◽  
Vol 4 (1) ◽  
pp. 11-22
Author(s):  
DARRICK SMITH
Keyword(s):  
United States ◽  
Social Justice ◽  
Secondary School ◽  
Counseling Psychology ◽  
School Discipline ◽  
The United States ◽  
Cultural Responsiveness ◽  
Verbal Abuse ◽  
High Expectations ◽  
Social Justice Educator

A national dialogue on school discipline has now reemerged in the United States as many educators struggle with how to maintain a balance of cultural responsiveness and high expectations when addressing student transgressions on their campuses. While the field of child development, counseling psychology, and communications pose theoretical responses to such dilemmas, this article aims specifically to address the procedural challenges of dealing with verbal abuse from students and adults. Through the lens of a social justice educator, the author offers practical, humanizing steps that are intended to help secondary school educators engage with students in a way that emphasizes boundaries, respect, and reflection for students and adults alike.

scholarly journals The role of culture in student discipline of secondary schools in cross-cultural context: a systematic literature review and future research agenda

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Nirma Sadamali Jayawardena
Keyword(s):  
Literature Review ◽  
Secondary School ◽  
Secondary Schools ◽  
Systematic Literature Review ◽  
Cultural Context ◽  
School Context ◽  
Cross Cultural ◽  
Student Discipline ◽  
Future Research ◽  
Content Type

PurposeThe present study is a systematic review that identifies future research avenues on culture and discipline in secondary schools in a cross-cultural context.Design/methodology/approachThe literature, as published in top management, education and psychology journals, was reviewed around culture and discipline in secondary schools. This systematic literature review (SLR) used several preferred reporting items for systematic reviews and meta-analyses (PRISMA) guidelines and categorised the studies published during the period 2014–2020.FindingsThe author identified six major themes: (1) punishment, (2) restorative practices (RPs), (3) racial disparities, (4) competitiveness, (5) school climate and (6) secondary school student discipline in a cross-cultural context. Further, the author suggested several future research avenues under these emerging themes.Research limitations/implicationsThe scope of this study is limited to culture and discipline in a secondary school context. The findings provide a solid foundation for researchers in the areas of culture and discipline in secondary schools.Originality/valueTo the best of the author's knowledge, this study can be considered as the first SLR conducted using PRISMA guidelines to identify several under-researched areas in the field of culture and discipline in secondary schools in a cross-cultural context. The study provides several future research insights.

Effective practices in leadership for social justice. Evolution of successful secondary school principalship in disadvantaged contexts

2019 ◽  
Vol 23 (2) ◽  
pp. 107-130
Author(s):  
Cristina Moral ◽  
Lina Higueras-Rodríguez ◽  
Ana Martín-Romera ◽  
Estefanía Martínez- Valdivia ◽  
Amelia Morales-Ocaña
Keyword(s):  
Social Justice ◽  
Secondary School ◽  
Effective Practices ◽  
Leadership For Social Justice ◽  
School Principalship

scholarly journals “Stumbling Upon Feminism”

2018 ◽  
Vol 11 (2) ◽  
pp. 46-62 ◽  
Author(s):  
Crystal Kim ◽  
Jessica Ringrose
Keyword(s):  
Social Media ◽  
Social Justice ◽  
Secondary School ◽  
Youth Engagement ◽  
Online Content ◽  
Teenage Girls ◽  
Recent Growth ◽  
Use Of Social Media ◽  
Peer Responses

In this article, we discuss a case study of a feminist society in a girls’ secondary school in England, highlighting how teenage girls use social media to combat sexism. Considering the recent growth of feminist societies in UK schools, there is still a lack of research documenting how young feminists use social media’s feminist content and connections. Addressing this gap, we draw on interviews and social media analyses to examine how girls navigate feminisms online and in school. Despite their multifaceted use of social media, the girls in our research undervalued digital feminism as valid or valued, in large part because of dismissive teacher and peer responses. We conclude by suggesting that schools need to cultivate social media as a legitimate pedagogical space by developing informed adult support for youth engagement with social justice-oriented online content.

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