Counternarratives of students' experiences returning to comprehensive schools from an involuntary disciplinary alternative school

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dc.contributor.authorKennedy, Brianna L.
dc.contributor.authorAcosta, Melanie M.
dc.contributor.authorSoutullo, Olivia
dc.contributor.otherUtrecht University
dc.contributor.otherUniversity of Alabama Tuscaloosa
dc.contributor.otherState University System of Florida
dc.contributor.otherUniversity of Florida
dc.date.accessioned2021-07-28T18:16:21Z
dc.date.available2021-07-28T18:16:21Z
dc.date.issued2018
dc.description.abstractEducators' excessive uses of exclusionary discipline have led to increased placements of students in disciplinary alternative schools, but few studies examine student experiences after their alternative school placements. Using a theoretical framework informed by critical race theory and the role of the discourse of safety in student discipline, we compose the counternarratives of nine middle school students' experiences with the transition from an involuntary disciplinary placement back to a comprehensive school. We then analyze across cases to identify commonalities in their stories. Findings show that students experience dehumanization and exclusion that reflect second-class citizenship. We discuss how educators can resist perpetuating this under class even as the overtly racist rhetoric of populist nationalism replaces the neoliberal color-blind version of the discourse of safety.en_US
dc.format.mimetypeapplication/pdf
dc.identifier.citationKennedy, B., Acosta, M., Soutullo, O. (2018): Counternarratives of Students’ Experiences Returning to Comprehensive Schools from an Involuntary Disciplinary Alternative School. Race Ethnicity and Education. 22(1).
dc.identifier.doi10.1080/13613324.2017.1376634
dc.identifier.urihttp://ir.ua.edu/handle/123456789/8003
dc.languageEnglish
dc.language.isoen_US
dc.publisherRoutledge
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/
dc.subjectExclusionary discipline
dc.subjectmarginalization
dc.subjectdisciplinary alternative school
dc.subjectcritical race theory
dc.subjectintersectionality
dc.subjectCRITICAL RACE THEORY
dc.subjectAFRICAN-AMERICAN
dc.subjectEDUCATION
dc.subjectCONSEQUENCES
dc.subjectACHIEVEMENT
dc.subjectINEQUALITY
dc.subjectPOLICY
dc.subjectEducation & Educational Research
dc.subjectEthnic Studies
dc.titleCounternarratives of students' experiences returning to comprehensive schools from an involuntary disciplinary alternative schoolen_US
dc.typetext
dc.typeArticle

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