The Grammar of School Discipline examines how seemingly discrete
school discipline policies and practices constitute a particular
grammar: Removal, Resistance and Reform. Weaving numeric data with
portraits of students and school practitioners, the authors detail
a nuanced landscape of school discipline in Alabama and its
anti-Black foundations. The removal of Black students can be traced
to the antebellum construction of Blackness as criminal, deviant,
and deserving of punishment. A focus on resistance centers the
agency that students and practitioners exercise despite anti-Black
removal. An exploration of specific reform efforts emphasizes that
even the most well-intentioned and well-organized reforms are
limited when the removal of students remains an option for
practitioners. The authors end with an appeal to educational
stakeholders to repair the harms that these anti-Black policies and
practices inflict on students and communities, and thus move
towards repairing the damage that white supremacy inflicts on
everyone's humanity.
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