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Within educational research, the over-disciplining of Black and
Indigenous students is most often presented as a problem located
within pathologized or misunderstood communities. That is, theories
and proposed solutions tend toward those that ask how we can make
students of color from particular backgrounds more suited to US
educational standards rather than questioning the racist roots of
those standards. Tender Violence in US Schools takes as a
provocation this "discipline gap," in exploring a thus far
unconsidered stance and asking how white women (the majority of US
teachers) have historically understood their roles in the
disciplining of Black and Indigenous students, and how and why
their role has been constructed over time and space in service to
institutions of the white settler colonial state.
Within educational research, the over-disciplining of Black and
Indigenous students is most often presented as a problem located
within pathologized or misunderstood communities. That is, theories
and proposed solutions tend toward those that ask how we can make
students of color from particular backgrounds more suited to US
educational standards rather than questioning the racist roots of
those standards. Tender Violence in US Schools takes as a
provocation this "discipline gap," in exploring a thus far
unconsidered stance and asking how white women (the majority of US
teachers) have historically understood their roles in the
disciplining of Black and Indigenous students, and how and why
their role has been constructed over time and space in service to
institutions of the white settler colonial state.
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