Labels, Literacy, and Enabling Learning: Glenn's Story

Fairbanks, Colleen M.

doi:10.17763/haer.62.4.kxt8x5u037g46687

Cited by 10 publications

(4 citation statements)

References 14 publications

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“…Schools and educational systems are the decisive factors that create, and are responsible for maintaining, favourable conditions for promoting labelling in relation to disability (Slee and Rigby, ). Fairbanks () acknowledges that schooling becomes an agent in impeding intellectual and social growth for the labelled student. Bak, Cooper, Dobroth and Siperstein () observed that placements of individuals in special education programmes can act as de facto labels.…”

Section: Theoretical Considerationsmentioning

confidence: 99%

“…Social construction of disability hinges on assigning labels of deviance and the construction of ‘other’. Fairbanks () highlights three major problematic aspects of the assignment of labels: (1) labels are negative in their depiction of deficits; (2) labels become the defining characteristic of the person, denying their complex whole; (3) the use of labels for identifying ‘special education needs’ fails to locate failure properly in the education system. Thus, from this perspective, labelling is believed to be detrimental to self‐esteem and self‐concept (McDermitt, ; Slee and Rigby, ; Osterholm et al ., ).…”

Section: Theoretical Considerationsmentioning

confidence: 99%

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Labelling and self‐esteem: does labelling exceptional students impact their self‐esteem?

Thomson¹

2012

Support for Learning

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The purpose of this investigation was to explore the existing relationships between main concepts associated with labelling exceptional students and impact on their self-esteem. The aim was to examine how these concepts are presented in the existing research literature, and what the implications are for educational practice of labelling exceptional students. This area of research is important for educators, researchers, practitioners, parents and advocates of exceptional students. By understanding the psychosocial and educational aspects of labelling and stigma, we can all contribute in different ways to address the unique particularities of exceptional students.

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Section: Theoretical Considerationsmentioning

confidence: 99%

Section: Theoretical Considerationsmentioning

confidence: 99%

Labelling and self‐esteem: does labelling exceptional students impact their self‐esteem?

Thomson¹

2012

Support for Learning

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“…First, the case study. There were some examples such as the works of Fairbanks (1992) and Brenzel (1980) in HER.…”

Section: Educational Research Focusing On Teaching Object: the Studenmentioning

confidence: 99%

The transformation of the focus of educational research from “teaching object” to “teaching subject”: a case study of Harvard Educational Review

Xiao-li

2007

Front. Educ. China

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With the content analysis method, this paper uses statistic evidence and analysis of the discourses in Harvard Educational Review (HER) from 1931 to 2000 to discuss the transformation of educational research, which has turned from "teaching object" to "teaching subject". What is more, education research is not only aimed at pursuing the efficiency of teaching, but also showing more concern for the individuals in the process of teaching.

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“…This is especially true for Black males. The practice of mis/labeling often has lingering negative effects on Black males (Abidin et al, 1972; Fairbanks, 1992). One such impact is disproportionality.…”

mentioning

confidence: 99%

Deficit-Oriented Beliefs, Anti-Black Policies, Punitive Practices, and Labeling: Exploring the Mechanisms of Disproportionality and Its Impact on Black Boys in One Urban “No-Excuses” Charter School

Marsh

Walker

2022

Teachers College Record: The Voice of Scholarship in Education

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Background/Context: Embedded in “common sense” and state-mandated reforms to close “the achievement gap,” the urban school, especially those sites with a no-excuses orientation to learning, can produce and reproduce the carceral state in students’ lives. The seemingly innocuous policies and processes limit access to educational opportunities and create disproportionate out-of-class time, which can emerge as the connective tissue for criminalization and the school-to-prison nexus that disproportionately affects Black males in the United States. Purpose/Objective/Research Question/Focus of Study: The objective of the study was to illuminate the more unspoken mechanisms of disproportionality in school while concurrently raising awareness of how everyday practices, like school-imposed mis/labeling, contribute to the symbolic violence and dehumanization of Black and Latinx boys in school. Research Design: The article includes purposeful observations and semi-structured interview data with school personnel and students drawn from a 14-month ethnographic study. Findings/Results: The findings from this study revealed that the mechanisms of disproportionality ranged from explicit anti-Black policies to more tacit systems and processes, but all reflected how the no-excuses environment contributes to the connective tissue of criminalization and the school-to-prison nexus for boys of Color. The finding centers on three systems and policies that are influenced by carceral logic and the enforcement of student alienation. Conclusion/Recommendations: The findings from the study reveal the need for a radical transformation of no-excuses public charter schools, one that is community-based and rooted in an Afrocentric education. If educators and other school personnel are working in tandem with community members, they can reassess their negative misperceptions of minoritized communities that begin to shape infractions rooted in anti-Blackness. A community-based approach can begin to dismantle the school-to-prison nexus. Furthermore, an Afrocentric education approach requires school personnel to understand the history and culture of people of African descent and to see students’ full humanity. Here, students’ lived experiences would be centered within the diaspora, while sociocultural norms that may have been criminalized in the past would be valued and accepted.

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Labels, Literacy, and Enabling Learning: Glenn's Story

Cited by 10 publications

References 14 publications

Labelling and self‐esteem: does labelling exceptional students impact their self‐esteem?

Labelling and self‐esteem: does labelling exceptional students impact their self‐esteem?

The transformation of the focus of educational research from “teaching object” to “teaching subject”: a case study of Harvard Educational Review

Deficit-Oriented Beliefs, Anti-Black Policies, Punitive Practices, and Labeling: Exploring the Mechanisms of Disproportionality and Its Impact on Black Boys in One Urban “No-Excuses” Charter School

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