The School-to-Prison Pipeline

King, Sanna; Rusoja, Alicia; Peguero, Anthony A.

doi:10.1007/978-3-319-71559-9_14

Cited by 8 publications

(6 citation statements)

References 47 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This is intimately experienced by the lived experiences of children who are narrated into being problem children, of which the children in Shalaby’s text are but a small sample. Across Turtle Island, Indigenous children, Black children, and children of color are disproportionately likely to be given a stigmatizing disability label, drop out of school, and/or enter juvenile prison (Chiefs Assembly on Education, 2012; Delpit, 2012; Education Week, 2015; Hing, 2014; U.S. Department of Education Office for Civil Rights (USDEOCR), 2014; Zipper and Hing, 2014).…”

Section: Conclusion: Centering the Problem Childmentioning

confidence: 99%

Centering the problem child: Temporality, colonialism, and theories of the child

Knight

2019

Global Studies of Childhood

View full text Add to dashboard Cite

What would it mean to center theories of the child around those who are evacuated from childhood? I propose the idea of the "problem child" as an encapsulation of those who are constructed outside of Western understandings of childhood. In this essay, I explore how the problem child illuminates colonial entanglements between childhood and constructions of time, and the implications this holds for theories of the child. To do so, I position Carla Shalaby's Troublemakers as a provocation to theories of childhood: her masterful portraits illustrate how problem children are constructed as such temporally, repeatedly narrated as late or out-of-sync. Put otherwise, Shalaby's centered focus on troublemakers highlights the ways in which temporality is used as a limit to constructions of the child. I build on Shalaby's provocation to argue that the ways in which childhood and temporality interlock are a production of colonial understandings of subjectivity, in which childhood is co-constructed with linear time. In asking what it might mean to center the problem child, I argue for the contextualization of dominant Western understandings of the child in the colonial violence in which they were produced in order to challenge assumed connections between the child and temporality.

show abstract

Section: Conclusion: Centering the Problem Childmentioning

confidence: 99%

Centering the problem child: Temporality, colonialism, and theories of the child

Knight

2019

Global Studies of Childhood

View full text Add to dashboard Cite

show abstract

“…This disruption of social support can increase the likelihood of those affected becoming involved in the criminal justice system [1] (pp. [16][17]. In its most basic function, incarceration isolates people from the public and makes them virtually invisible.…”

Section: Introductionmentioning

confidence: 99%

“…However, images and representations of prisons and prison life exist as a major component of American visual culture and mass media to the point where they have become a ubiquitous and normalized reality [1] (pp. [15][16][17][18][19]. Davis presents the contradiction of invisibility and visibility relating to the prison-industrial complex: "We take prisons for granted but are often afraid to 1 A Pew Research study from 2010 found that "black men were more than six times as likely" and "Hispanic men were nearly three times as likely" as white men to be incarcerated in the United States.…”

Section: Introductionmentioning

confidence: 99%

“…Such recognition would allow them to be supported rather than, as Green puts, "held back by circumstances often beyond their control" [15]. The youth participants also compose a curriculum about the school-to-prison pipeline, which goes out to schools for teachers to incorporate into their lessons [17]. They offer their own stories as forms of knowledge and suggest steps for reform based on their own requirements for justice while the curator and organizers serve as what Strandquist identifies as "human megaphones for these teens whose voices have been systemically silenced" [17].…”

mentioning

confidence: 99%

“…The youth participants also compose a curriculum about the school-to-prison pipeline, which goes out to schools for teachers to incorporate into their lessons [17]. They offer their own stories as forms of knowledge and suggest steps for reform based on their own requirements for justice while the curator and organizers serve as what Strandquist identifies as "human megaphones for these teens whose voices have been systemically silenced" [17]. Through Lift Us Up, children living in the Richmond Juvenile Detention Center become primary experts and educators about youth incarceration while the curatorial component acts as a channel for the expression of their experiences and their desire to be recognized.…”

mentioning

confidence: 99%

See 2 more Smart Citations

To Send a Kite: Simone Weil’s Lessons in Ethical Attention for the Curator

Sava¹

2020

Philosophies

View full text Add to dashboard Cite

As socially engaged practices grow within the curatorial field, the use of attention becomes a crucial ethical decision. How and to whom attention is given centers on concerns of visibility, belonging, and the determination of those characteristics within a community’s negotiated communicative space. Exploring Simone Weil’s ethics of attention through and alongside incarceration-focused curatorial projects, this article positions her writing as a potential framework for attentive curation. The resulting pathways found in Weil’s writing offer means of transforming the curatorial into a self-silencing act of witnessing that serves underrecognized voices. This research parses how Weilian attention redefines inquiry as the process of listening to and incorporating others’ perspectives as primary sources of knowledge. Looking towards an ethics of Weilian attention with examples of incarceration-focused curation reveals how upholding the insights and articulations of marginalized individuals promotes social wellbeing and works towards the realization of justice. Thousand Kites, a prison-based project connecting inmates and the public through the radio and internet, provides the central case study for a curatorial project aligning with Weilian attention.

show abstract

Summary of Findings, Policy Implications, and Future Research

Madfis¹

2020

How to Stop School Rampage Killing

View full text Add to dashboard Cite

The School-to-Prison Pipeline

Cited by 8 publications

References 47 publications

Centering the problem child: Temporality, colonialism, and theories of the child

Centering the problem child: Temporality, colonialism, and theories of the child

To Send a Kite: Simone Weil’s Lessons in Ethical Attention for the Curator

Summary of Findings, Policy Implications, and Future Research

Contact Info

Product

Resources

About