Throwaway Youth: The Sociocultural Location of Resistance to Schooling

Pyscher, Tracey; Lozenski, Brian D.

doi:10.1080/10665684.2014.958964

Cited by 19 publications

(3 citation statements)

References 17 publications

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“…This is usually demonstrated by scholars feeling no need to substantiate their claims about the existence of a pipeline. Occasionally scholars say so explicitly, as the following examples demonstrate: "The School-to-Prison pipeline … is not an ideological claim; the numbers speak for themselves"; 42 "The research uncovering the school-to-prison pipeline is undeniable"; 43 and "racial disparities between the two systems are so similar … that it becomes impossible not to connect them." 44 I located only two examples of scholars attempting to test whether there is a school-to-prison pipeline.…”

Section: The Pipeline Metaphor Is Increasingly Described As a Social mentioning

confidence: 99%

The Dangers of Pipeline Thinking: How the School‐To‐Prison Pipeline Metaphor Squeezes Out Complexity

McGrew¹

2016

Educational Theory

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In this essay Ken McGrew critically examines the school-to-prison pipeline metaphor and associated literature. The origins and influence of the metaphor are compared with the origins and influence of the competing prison industrial complex concept. Specific weaknesses in the pipeline literature are examined. These problems are described as resulting, in part, from the influence that the pipeline metaphor has on the thinking of those who follow it. McGrew argues that addressing the weaknesses in the literature, abandoning the metaphor, and adopting a more complex theoretical orientation grounded in critical scholarship, will enable educational scholars to better capture the relational nature of the social phenomena being described while simultaneously making their work more useful to emerging movements for social justice.Call up the craftsmen, bring me the draftsmen Build me a path from cradle to grave And I'll give my consent to any government That does not deny a man a living wage.

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Section: The Pipeline Metaphor Is Increasingly Described As a Social mentioning

confidence: 99%

The Dangers of Pipeline Thinking: How the School‐To‐Prison Pipeline Metaphor Squeezes Out Complexity

McGrew¹

2016

Educational Theory

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“…I suggest that early experiences of intimate and sustained forms of domestic violence exacted by adult caregivers of HDV children shapes their resistive habitus in profound ways (Bourdieu, 1997;Pyscher & Lozenski, 2014). If the social and psychic shaping effects of familial domestic violence define the earliest experiences of a girl, her habitus and subsequent cultural responses most likely will embody low and high forms of lived resistances, especially when negotiating social situations that she perceives as violating.…”

Section: Cultural Knowledge Built Out Of Violent Experience: Hdv Stanmentioning

confidence: 99%

Domestic Violence and Girlhood: The Making and Breaking of a Disordered Subjectivity

Pyscher

2016

Cultural Studies ↔ Critical Methodologies

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This article examines the resistive actions and discourses that shape and reshape the hegemonic and resistant interplay between female youth with histories of domestic violence (HDVs) and educators. Taken out of a larger critical ethnographic study, discussion demonstrates how one urban middle school girl with an HDV is positioned as an object of “emotional and behavioral disorder” and how she responded to violating pedagogies through performances of cultural resistance built out of her social experience of domestic violence. The article draws upon theoretical and methodological insights, including Butler’s notion of performativity, Scott’s theory of resistance, Hill-Collins’s standpoint theory, as well as Scollon and Scollon’s mediated discourse analysis. Similar to the girls in this study, sharing an identity of being a survivor of domestic violence herself, the author discusses how she and female participants (re)worked and (re)wrote agentic social moments in the field. Telling girls’ stories through counter-narratives and participatory research practices helps to reposition the often deficit subjectivities ascribed to girls with HDV.

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“…As three college students, who are currently incarcerated, and a professor who teaches prison education, we "converse with the literature" (Wall, 2008, p. 40) through a vulnerable exploration of our interpersonal and intrapersonal experiences (Ellis & Bochner, 2006). In response to simplistic and deficit perspectives of students within the STPP (Pyscher & Lozenski, 2014) we examine how unmet needs and complex systemic interactions influenced our identity development (Ellis, Adams, & Bochner, 2011). Consistent with autoethnography we discuss "tensions between connectedness and otherness" (Jensen-Hart & Williams, 2010, p. 464) and grapple with difficult questions (Ellis & Bochner, 2000) such as: "Who could I have been if someone had intervened?"…”

Section: Introductionmentioning

confidence: 99%

Special Issue School-to-Prison Pipeline

Issue¹,

Journal²

2018

taboo

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The anchoring weight of slavery continues to ground schools by design and implementation, 151 years after the 13th Amendment to the Constitution was ratified. Empirical literature is rife with evidence that Black and Brown youth are penalized more frequently and with greater harshness than their white, suburban counterparts for the same offenses (Gregory, Skiba, & Noguera, 2010; Welch & Payne, 2010), to the point where Triplett, Allen, and Lewis (2014) describe this phenomenon as a civil rights issue. The authors examine how a constellation of school-sanctioned discipline policies have connected the legacy of slavery with punishment. In order to curb burgeoning suspension rates that disproportionately target Black youth, schools and grassroots organizations have adopted various tiers of Restorative Justice (RJ). This article draws upon existing theoretical frameworks of Restorative Justice to discuss new approaches and directions, as well as the limitations of its hyper-individualized applications in K-12 schools. Finally, the authors assess two case studies that aim to transform schools and community engagement by refocusing restorative philosophy on the ecological conditions of student contexts, rather than the presumed intrapsychic symptoms habitually ascribed to youth behavior and Black culture.

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Throwaway Youth: The Sociocultural Location of Resistance to Schooling

Cited by 19 publications

References 17 publications

The Dangers of Pipeline Thinking: How the School‐To‐Prison Pipeline Metaphor Squeezes Out Complexity

The Dangers of Pipeline Thinking: How the School‐To‐Prison Pipeline Metaphor Squeezes Out Complexity

Domestic Violence and Girlhood: The Making and Breaking of a Disordered Subjectivity

Special Issue School-to-Prison Pipeline

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