Disciplinary Third Spaces in a Social Justice High School
Journal Title: International Journal of Pedagogy, Innovation and New Technologies - Year 2015, Vol 2, Issue 2
Abstract
Background: As schools work to integrate and identify with social justice values, they confront the challenging arena of school discipline and addressing student behavior.Purpose and Research Objectives: This case study on a small social justice high school in the western United States explores the ways in which a school’s efforts to implement nonpunitive approaches manifests in institutional practices that mirror those of less progressive and more conventional schooling structures.Sample and Research Design: The current research presents an in-depth case study of a school with a social justice emphasis. The emphasis on the creation of Disciplinary Third Spaces is extracted from a larger study on Social Justice Schooling and educational enablers. In-depth interviews were conducted with eight school staff, teachers, and a student. In addition, observational data and institutional documents are analyzed and presented.Results: Disciplinary Third Spaces. The study reveals practices that lead to the institutionalization of out-of-class, in-school spaces to send students when conflict arises. The author categorizes them into the following four : (1) Advisory Referrals, (2) Non-Suspensions, (3) The “icebox”, and (4) Tokenizing Staff of Color. The existence and frequent utilization of such spaces mirror that of zero-tolerance schools that philosophically sit in contradiction to social justice schools.Recommendations: The findings underscore the need to integrate and reinforce humanizing approaches to school discipline that reinforce social justice values and student accountability.<br/><br/>
Authors and Affiliations
Darrick Smith
Keywords
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- EP ID EP81694
- DOI 10.5604/23920092.1187753
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