Abolitionist teaching
Category=JNA
Category=JNF
Critical Literacy
discrimination in public schools
disrupting the school to prison pipeline
Education and incarceration
education policy
educational policy and relevant and sustaining school curriculum
eq_bestseller
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eq_nobargain
eq_non-fiction
eq_society-politics
equity for black students
incarcerated students
interrupting the school to prison pipeline
Juvenile detention
juvenile incarceration
Juvenile Justice
mass student incarceration
penology
prison educators
Restorative Justice
Restorative Practice
school disciplinary and curricular issues
school discipline
school pushouts
School to prison nexus
School to prison pipeline
social justice and education
social justice and prisons
social justice and public education
student crime and education
student dropouts
students in prisons
students of color and excessive exclusion in schools
students of color and the school to prison pipeline
Transformative justice
Product details
- ISBN 9780807765487
- Weight: 249g
- Dimensions: 154 x 228mm
- Publication Date: 28 May 2021
- Publisher: Teachers' College Press
- Publication City/Country: US
- Product Form: Paperback
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This important volume examines how and why increasing numbers of students, disproportionately youth of color, are being taken from our schools and put into our prisons. Williamson and Appleman, along with a collection of scholars, teacher educators, K–12 teachers, administrators, and incarcerated students, offer their perspectives on how schooling can be restructured to disrupt this flow and dismantle the school-to-prison pipeline. They present clearly articulated strategies on curriculum, pedagogy, and disciplinary practices that can help redirect our collective efforts away from carceral practices. By considering chapters from prison educators and currently incarcerated students (the end of the pipeline), readers will plainly see the disciplinary and curricular issues that need to be addressed in our schools. The text includes examples of meaningful ways to engage students that could be incorporated into a variety of classrooms, from social studies to science to English language arts.
Book Features:
- Instructive cautionary tales with specific pedagogical and policy suggestions.
- Alternatives to discipline in schools, such as restorative justice and positive behavioral support.
- Insights to help educators consider the trajectory of their students, as well as suggestions for making the curriculum both relevant and sustaining.
- Directly addresses the ways in which an understanding of the mechanisms of the school-to-prison pipeline can be woven into teacher preparation.
Peter Williamson is an associate professor at Stanford University and faculty director of the Stanford Teacher Education Program (STEP) for secondary teachers. Deborah Appleman is the Hollis L. Caswell Professor of educational studies at Carleton College and author of Critical Encounters in Secondary English: Teaching Literary Theory to Adolescents, Third Edition.
