《看得见却听不见:从学校到监狱管道中系统性失败的个人叙述》

Kalinda R. Jones, Anthony Ferguson, C. Ramirez, Michael Owens
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引用次数: 2

摘要

从学校到监狱的管道(STPP)涉及严厉的纪律实践和排除过程,通过将有色人种学生排除在K-12教育之外,增加了他们参与刑事司法系统的可能性,对有色人种学生产生了不成比例的影响。为了减少这些不公正的做法和结束STPP的负面影响,许多学术文献提供了对STPP的原因的见解,并提出了解决这个问题的方法。然而,那些经历过STPP的人的声音在文献中基本上是缺失的。具体来说,那些学业上有能力但历史上不成功的被监禁成年人的前景在很大程度上是未知的。本文使用使用唤起性的自我民族志方法开发的第一手叙述来描述当前被监禁的大学生的K-12经历。STPP文献与两种发展理论(Bronfenbrenner (1979);马斯洛(1971))框架的叙述,探索A)在STPP人际和内部的个人经历;B)作者与之互动的系统之间复杂的相互作用;C)未满足的阻碍教育成就的需求;D)未回答的问题,如:“如果有人干预,我会是谁?”这篇文章的结尾提出了一些问题,挑战读者参与社会正义行动,以防止现在和未来的K-12学生受到STPP的压迫和控制。凯琳达·r·琼斯,安东尼·弗格森,克里斯蒂安·拉米雷斯,和迈克尔·欧文斯·塔布,2018年6月。凯琳达·r·琼斯是加州福尔瑟姆洛斯里奥斯社区学院区福尔瑟姆湖学院的助理教授和人类服务/社会工作系主任。安东尼·弗格森和迈克尔·欧文斯获得了社会工作/人类服务证书,克里斯蒂安·拉米雷斯是一名大学生,他们都在福尔索姆湖学院。电子邮件地址:JonesK@flc.losrios,edu©2018 by Caddo Gap Press。见而不见
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Seen But Not Heard: Personal Narratives of Systemic Failure Within the School-to-Prison Pipeline
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
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