Unaccounted Foundations: Black Girls, Anti-Black Racism, and Punishment in Schools
Unaccounted Foundations: Black Girls, Anti-Black Racism, and Punishment in Schools
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下落不明的基金会：黑人女孩、反黑人种族主义和学校惩罚
DOI：
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发表时间：
2016
期刊：
影响因子：
--
通讯作者：
Connie Wun
中科院分区：
文献类型：
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作者：
Connie Wun
近三十年来，种族构成理论影响了美国围绕种族和种族主义的思想、话语和政治计划。该理论认为，尽管种族是美国的一个永久特征，但种族主义主题的形成、秩序和一系列意义取决于历史和政治背景。这一框架掩盖了反黑人种族主义是一种影响政策和政策结果的持久社会秩序，并组织了非黑人和黑人团体之间的关系。美国的公共教育体系及其纪律和惩罚文化就是一个可以看到这一点的模范社会机构。目前对学校纪律状况的审问集中在纪律政策方面的差异，因为它们影响到工人阶级/贫困的有色人种男孩。虽然调查停职、驱逐和逮捕的比例参差不齐是有用的，但关注这些纪律差异却遗漏了年轻黑人女孩每天经历的惩罚事件。这篇定性的论文考察了学校的纪律政策和非正式的惩罚性做法，包括这些机制对黑人女孩的身体和情感世界的影响。研究发现，黑人女孩在结构上容易受到成年人和同龄人的纪律和惩罚，其方式超过了种族形成理论所信奉的逻辑或与之抗衡。将黑人女孩置于分析的中心，迫使我们审视学校和整个社会中纪律和惩罚的反黑人逻辑。
For nearly three decades, racial formations theory has influenced ideas, discourses and political projects surrounding race and racism in the United States. The theory holds that although race is a permanent feature in the US, the formation, order, and set of meanings inscribed onto racialized subjects are contingent upon historical and political contexts. This framework conceals anti-black racism as an enduring social order that affects policies, policy outcomes and organizes the relationship between non-black and black bodies. One exemplary social institution through which this can be seen is the public education system and its culture of discipline and punishment in the US. Current interrogations of school disciplinary landscapes have focused in on disparities in discipline policies as they affect working-class/working-poor boys of color. While it is useful to examine the uneven rates of suspensions, expulsions, and arrests, focusing on these disciplinary discrepancies misses everyday occurrences of punishment that young black girls experience. This qualitative paper examines school discipline policies and informal punitive practices including the implications that these mechanisms have on the physical and emotional worlds of black girls. The study finds that black girls are rendered structurally vulnerable to discipline and punishment at the hands of adults and peers in ways that exceed or contend with the logics espoused through racial formations theory. Placing black girls at the center of analysis compels us to examine the anti-black logic of discipline and punishment in schools and at large.
美国高中生学校纪律中的种族、民族和性别差异：1991-2005 年。
DOI：
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发表时间：
2008
期刊：
The Negro educational review
影响因子：
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作者：
Wallace,JohnM;Goodkind,Sara;Wallace,CynthiaM;Bachman,JeraldG
通讯作者：
Bachman,JeraldG