Taboo: The Journal of Culture and Education最新文献

{"title":"Using Double Consciousness as an Analytic Tool to Discuss the Decision Making of Black School Leaders in Disrupting the School-to-Prison Pipeline","authors":"R. Goings, Sheree Alexander, Julius Davis, N. Walters","doi":"10.31390/TABOO.17.4.03","DOIUrl":"https://doi.org/10.31390/TABOO.17.4.03","url":null,"abstract":"Given that Black students are more likely to be suspended from school than their White counterparts, researchers, educators, policymakers, activists, and parents have forced national attention onto the need to disrupt the school-to-prison pipeline (STPP). A perspective that needs to be further explored is that of district and school leaders who have the challenge of making leadership decisions that influence the STPP. In this article, we take the position that district and school leaders must be provided tangible solutions to dismantle the STPP for Black students. Thus, we use Du Bois’ (1903) notion of double consciousness as a conceptual lens to examine the STPP and the dilemma Black school leaders face in dealing with disciplinary infractions. We then present a case from the second author’s experience as a Ramon B. Goings, Sheree N. Alexander, Julius Davis, & Nicole McZeal Walters Taboo, Fall 2018 Ramon B. Goings is an assistant professor of educational leadership in the School of Education at Loyola University Maryland, Baltimore, Maryland. Sheree N. Alexander is a P-12 school administrator and adjunct professor of Afriana Studies at Rowan University, Glassboro, New Jersey. Julius Davis is an associate professor of mathematics education in the Department of Teaching, Learning, and Professional Development of the College of Education at Bowie State University, Bowie, Maryland. Nicole McZeal Walters is an assistant professor and associate dean of graduate programs in the School of Education and Human Services at the University of St. Thomas-Houston, Houston, Texas. Their e-mail addresses are: rbgoings@loyola.edu, s.alexander2004@verizon.net, jldavis@bowiestate.edu, &","PeriodicalId":279537,"journal":{"name":"Taboo: The Journal of Culture and Education","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132928836","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Introduction: School-to-Prison Pipeline Special Issue","authors":"Ahmad R. Washington, M. Henfield","doi":"10.31390/TABOO.17.4.01","DOIUrl":"https://doi.org/10.31390/TABOO.17.4.01","url":null,"abstract":"This special issue of Taboo was occasioned by several widely publicized, gutwrenching incidents of physical violence unleashed against Black K-12 students that were video recorded and circulated on social media. In Columbia, South Carolina, a young Black girl was physical assaulted by a brutish and overzealous police officer (aka school resource officer or SRO) in her high school classroom, ostensibly for not responding expeditiously to a directive to leave the classroom. This young girl was aggressively grabbed and yanked from her chair, and violently slammed to the floor in front of her classmates before being detained and arrested. On social media and various news outlets, onlookers shamelessly suggested that the police officer’s malfeasant behavior was logical and justified. When physical aggression towards Black students is publicly condoned and encouraged, it should come as no surprise that schools across the country double-down on punitive practices such as investing considerable financial resources to employ more police officers, officers whose actions have been found to have a disproportionate and adverse impact on students of color (ACLU, 2017). This doubling-down on punitive disciplinary action, which is particularly common in urban schools with predominantly Black and Brown students (ACLU, 2017; Crenshaw, Ocen, & Nanda, 2015; Morris, 2016), engenders a school climate where antipathy and psychological, emotional, and physical disregard are comAhmad R. Washington & Malik S. Henfield Taboo, Fall 2018","PeriodicalId":279537,"journal":{"name":"Taboo: The Journal of Culture and Education","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115600571","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Special Issue School-to-Prison Pipeline","authors":"Special Issue, Taboo Journal","doi":"10.31390/TABOO.17.4.07","DOIUrl":"https://doi.org/10.31390/TABOO.17.4.07","url":null,"abstract":"","PeriodicalId":279537,"journal":{"name":"Taboo: The Journal of Culture and Education","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121903511","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Seen But Not Heard: Personal Narratives of Systemic Failure Within the School-to-Prison Pipeline","authors":"Kalinda R. Jones, Anthony Ferguson, C. Ramirez, Michael Owens","doi":"10.31390/TABOO.17.4.04","DOIUrl":"https://doi.org/10.31390/TABOO.17.4.04","url":null,"abstract":"The school-to-prison pipeline (STPP) involves harsh discipline practices and exclusionary processes that disproportionally effect students of color by excluding them from K-12 education and increasing the likelihood of their involvement with the criminal justice system. To curtail these unjust practices and end the negative effects of the STPP, much of the academic literature provides insight into the causes of the STPP and proposes solutions to this problem. However, the voices of those who have experienced the STPP are largely missing from the literature. Specifically, the perspective of academically capable but historically unsuccessful incarcerated adults is largely unknown. This paper uses first-hand narratives developed using evocative autoethnographic methodology to describe the K-12 experiences of currently incarcerated college students. The STPP literature and two developmental theories (Bronfenbrenner (1979); Maslow (1971)) frame the narratives that explore A) interpersonal and intrapersonal experiences within the STPP; B) the complex interplay of the systems the authors interacted with; C) unmet needs that prevented educational attainment; and D) unanswered questions such as: “Who could I have been if someone had intervened?” This article concludes with questions that challenge readers to become engaged in social justice actions that can prevent current and future K-12 students from becoming oppressed and controlled by the STPP. Kalinda R. Jones, Anthony Ferguson, Christian Ramirez, & Michael Owens Taboo, F ll 2018 Kalinda R. Jones is an assistant professor and department chair of Human Services/Social Work at Folsom Lake College of the Los Rios Commuity College District, Folsom, California. Anthony Ferguson and Michael Owens have earned certificates in Social Work/Human Services and Christian Ramirez is a college student, all at Folsom Lake College. E-mail address is: JonesK@flc.losrios,edu © 2018 by Caddo Gap Press. Seen But Not Heard 50","PeriodicalId":279537,"journal":{"name":"Taboo: The Journal of Culture and Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128717407","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Student Saved is NOT a Dollar Earned: A Meta-Analysis of School Disparities in Discipline Practice Toward Black Children","authors":"Jemimah L. Young, J. Young, B. Butler","doi":"10.31390/TABOO.17.4.06","DOIUrl":"https://doi.org/10.31390/TABOO.17.4.06","url":null,"abstract":"Exclusionary school discipline practices continue to play a key explanatory role in racially disproportionate outcomes in the justice system. Three decades of research substantiate the disproportionality of discipline practices and the negative effects on Black students. However, a meta-analysis of this phenomenon and its moderators remains absent but is warranted based on its practical and empirical import. Thus, this meta-analysis synthesized the research on school discipline disproportionality between Black and White students by aggregating odds ratios across studies. An exhaustive search of the literature and rigorous screening process produced a final pool of 29 studies representing 51 independent effect sizes. Based on the test for homogeneity we concluded that their was significant heterogeneity, Q(50) = 20115.40, p <0.001. Thus, a random effects analytic model was employed. After testing and adjusting for publication bias, the overall mean estimated odds ratio was 2.58, p <.001. Thus, the odds of being disciplined if Black are more than 2 and half times the odds of being disciplined if White. The subsequent moderator analysis results suggest that grade level and gender were not significant moderators of the disproportionality. Rather the results explicitly indicate that the ill-effects of school discipline are “equally” disproportionate toward Black male and female students across all K-12 grade levels. Results also indicate that statistically Jemimah L. Young, Jamaal R. Young, & Bettie Ray Butler Taboo, Fall 2018 Jemimah L. Young is an assistant professor and Jamaal R. Young is an associate professor, both with the Department of Teaching & Learning of the College of Education at the University of Iowa, Iowa City, Iowa. Bettie Ray Butler is an associate professor in the Department of Middle, Secondary, and K-12 Education in the Cato College of Education at the University of North Carolina Charlotte, Charlotte, North Carolina. E-mail addresses are jemimah-young@uiowa.edu, jamaal-young@uiowa.edu, & Bettie.Butler@uncc.edu © 2018 by Caddo Gap Press. A Student Saved is NOT a Dollar Earned 96 significant differences in effect size magnitude exist between disciplinary actions taken, and data collection methods. Implications of these results and suggestions for application and future research are provided.","PeriodicalId":279537,"journal":{"name":"Taboo: The Journal of Culture and Education","volume":"68 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134515216","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Latinx Youth Counterstories in a Court Diversion Program","authors":"G. Mancilla","doi":"10.31390/TABOO.17.4.05","DOIUrl":"https://doi.org/10.31390/TABOO.17.4.05","url":null,"abstract":"The study explores the counterstories of Latinx youth participants in a court diversion program. The Esperanza program works to re-integrate Latinx youth back into the educational system as a way to divert them from the juvenile justice system. This narrative qualitative research study included 33 interviews with youth participants, parents, program staff, and other stakeholders using Critical Race Theory (CRT) and Latino Critical Theory (LatCrit) as theoretical frameworks. The youth were referred to the Esperanza program, engaged with the program, changed their thinking, and transformed their lived experiences. In particular, they created their own counterstories about immigration and identity. The findings of this study are significant because they provide examples of Latinx youth needs that are not being offered in their current educational system.","PeriodicalId":279537,"journal":{"name":"Taboo: The Journal of Culture and Education","volume":"108 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"113996947","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Restorative Justice as a Doubled-Edged Sword: Conflating Restoration of Black Youth with Transformation of Schools","authors":"Arash Daneshzadeh, G. Sirrakos","doi":"10.31390/TABOO.17.4.02","DOIUrl":"https://doi.org/10.31390/TABOO.17.4.02","url":null,"abstract":"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.","PeriodicalId":279537,"journal":{"name":"Taboo: The Journal of Culture and Education","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134580538","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Frontmatter","authors":"Taboo Journal","doi":"10.31390/taboo.17.3.01","DOIUrl":"https://doi.org/10.31390/taboo.17.3.01","url":null,"abstract":"","PeriodicalId":279537,"journal":{"name":"Taboo: The Journal of Culture and Education","volume":"100 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125082481","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Culturally Responsive Teaching Across PK-20: Honoring the Historical Naming Practices of Students of Color","authors":"N. Marrun","doi":"10.31390/TABOO.17.3.04","DOIUrl":"https://doi.org/10.31390/TABOO.17.3.04","url":null,"abstract":"By the time children enter school, they know how to spell their names and are accustomed to their family’s and community’s pronunciation of their names; those names are generally the first aspect of their identity we educators recognize when they enter our classrooms. As the nation’s classrooms become more diverse, there is an urgent need for educators at all levels to enact multicultural and culturally responsive teaching to bridge theory and praxis as central in developing critical race theory’s commitment to social justice. My work builds on Pérez Huber and Solórzano’s (2015) racial microaggressions model by analyzing historical and current naming artifacts that challenge the mispronouncing, Anglicizing, and (re)naming of students of color. I describe pedagogical tools that educators can employ to foster the development of critical consciousness about the importance of students’ names and their connection to their identities. Finally, the ‘hidden transcripts’ of names and naming practices within communities of color reveal their intergenerational resistance to white supremacy.","PeriodicalId":279537,"journal":{"name":"Taboo: The Journal of Culture and Education","volume":"473 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123432506","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Don Draper,Teacher-as-Artist: A Diffractive Reading of Mad Men","authors":"Gabriel Huddleston, Samuel D. Rocha","doi":"10.31390/taboo.17.3.05","DOIUrl":"https://doi.org/10.31390/taboo.17.3.05","url":null,"abstract":"Popular culture can be used as an apparatus of diffraction, in order to understand the complicated entanglements within both the object and in connection to other elements of society. This article posits that the television drama Mad Men is an ideal apparatus of diffraction of the role of teacher, making that assertion collaboratively between the co-authors, demonstrating how popular culture continues to diffract, even when it is “held” from different angles. This article initially reads disjointed as the authors’ work is intercut strategically but not necessarily coherently. By using popular culture as an apparatus of diffraction, the authors become implicitly implicated in a larger entanglement; in this case, between the authors, Mad Men, and education. With your reading, the entangled web is extended, and the authors hope further understanding can be gleamed.","PeriodicalId":279537,"journal":{"name":"Taboo: The Journal of Culture and Education","volume":"125 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122320303","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}