Dismantling the School-to-Prison Pipeline: A Trauma-Informed, Critical Race Perspective on School Discipline.
Disciplinary policies in schools throughout the United States disproportionately affect students of color through exclusionary policies. A punitive approach can have detrimental effects on a population that also experiences higher rates of trauma. This article identifies school disciplinary practice...
| Publicado en: | Children & Schools Vol. 42; no. 3; pp. 171 - 179 |
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| Formato: | Journal Article |
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Oxford University Press / USA
Jul2020
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=146383268&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 146383268 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 15328759 FB3 jtl: Children & Schools issn: 15328759 maglogo: N pubinfo: dt: Jul2020 vid: 42 iid: 3 pid: 622 pub: Oxford University Press / USA artinfo: ui: 146383268 10.1093/cs/cdaa016 146383268 ppf: 171 ppct: 8 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Dismantling the School-to-Prison Pipeline: A Trauma-Informed, Critical Race Perspective on School Discipline. aug: au: Dutil, Stacey affil: Silver School of Social Work, New York University , 1 Washington Square North, New York, NY 10001 sug: subj: Student Discipline Juvenile Delinquency Prevention and Control Trauma Racism Support, Psychosocial Conceptual Framework Social Workers Narratives Collaboration Students ab: Disciplinary policies in schools throughout the United States disproportionately affect students of color through exclusionary policies. A punitive approach can have detrimental effects on a population that also experiences higher rates of trauma. This article identifies school disciplinary practices that may retraumatize and criminalize youths and suggests replacing exclusionary discipline practices with trauma-informed ones that prioritize social–emotional support to students. Critical race theory (CRT) is an appropriate theoretical framework to guide the development of trauma-informed schools. Suggestions are provided for school social workers as key change agents in the issue of school discipline. The integration of CRT and trauma-informed practice is emphasized, as both are essential tools for dismantling the school-to-prison pipeline. pubtype: Academic Journal doctype: Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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