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WINNER OF THE 2019 AESA CRITICS' CHOICE BOOK AWARD WINNER OF THE
2018 NATIONAL WOMEN'S STUDIES ASSOCIATION ALISON PIEPMEIER BOOK
PRIZE Linking powerful first-person narratives with structural
analysis, The Pedagogy of Pathologization explores the construction
of criminal identities in schools via the intersections of race,
disability, and gender. amid the prevalence of targeted mass
incarceration. Focusing uniquely on the pathologization of female
students of color, whose voices are frequently engulfed by labels
of deviance and disability, a distinct and underrepresented
experience of the school-to-prison pipeline is detailed through
original qualitative methods rooted in authentic narratives. The
book's DisCrit framework, grounded in interdisciplinary research,
draws on scholarship from critical race theory, disability studies,
education, women's and girl's studies, legal studies, and more.
How does space illuminate to educational inequity? Where and how
can spatial analysis be used to disrupt educational inequity? Which
tools are most appropriate for the spatial analysis of educational
equity? This book addresses these questions and explores the use of
critical spatial analysis to uncover the dimensions of entrenched
and systemic racial inequities in educational settings and identify
ways to redress them. The contributors to this book - some of whom
are pioneering scholars of critical race spatial analysis theory
and methodology - demonstrate the application of the theory and
tools applied to specific locales, and in doing so illustrate how
this spatial and temporal lens enriches traditional approaches to
research. The opening macro-theoretical chapter lays the foundation
for the book, rooting spatial analyses in critical commitments to
studying injustice. Among the innovative methodological chapters
included in this book is the re-conceptualization of mapping and
space beyond the simple exploration of external spaces to
considering internal geographies, highlighting how the privileged
may differ in socio-spatial thinking from oppressed communities and
what may be learned from both perspectives; data representations
that allow the construction of varied narratives based on
differences in positionality and historicity of perspectives; the
application of redlining to the analysis of classroom interactions;
the use of historical archives to uncover the process of
marginalization; and the application of techniques such as the
fotonovela and GIS to identify how spaces are defined and can be
reimagined. The book demonstrates the analytical and communicative
power of mapping and its potential for identifying and dismantling
racial injustice in education. The editors conclude by drawing
connections across sections, and elucidating the tensions and
possibilities for future research.
How does space illuminate to educational inequity? Where and how
can spatial analysis be used to disrupt educational inequity? Which
tools are most appropriate for the spatial analysis of educational
equity? This book addresses these questions and explores the use of
critical spatial analysis to uncover the dimensions of entrenched
and systemic racial inequities in educational settings and identify
ways to redress them. The contributors to this book - some of whom
are pioneering scholars of critical race spatial analysis theory
and methodology - demonstrate the application of the theory and
tools applied to specific locales, and in doing so illustrate how
this spatial and temporal lens enriches traditional approaches to
research. The opening macro-theoretical chapter lays the foundation
for the book, rooting spatial analyses in critical commitments to
studying injustice. Among the innovative methodological chapters
included in this book is the re-conceptualization of mapping and
space beyond the simple exploration of external spaces to
considering internal geographies, highlighting how the privileged
may differ in socio-spatial thinking from oppressed communities and
what may be learned from both perspectives; data representations
that allow the construction of varied narratives based on
differences in positionality and historicity of perspectives; the
application of redlining to the analysis of classroom interactions;
the use of historical archives to uncover the process of
marginalization; and the application of techniques such as the
fotonovela and GIS to identify how spaces are defined and can be
reimagined. The book demonstrates the analytical and communicative
power of mapping and its potential for identifying and dismantling
racial injustice in education. The editors conclude by drawing
connections across sections, and elucidating the tensions and
possibilities for future research.
WINNER OF THE 2019 AESA CRITICS' CHOICE BOOK AWARD WINNER OF THE
2018 NATIONAL WOMEN'S STUDIES ASSOCIATION ALISON PIEPMEIER BOOK
PRIZE Linking powerful first-person narratives with structural
analysis, The Pedagogy of Pathologization explores the construction
of criminal identities in schools via the intersections of race,
disability, and gender. amid the prevalence of targeted mass
incarceration. Focusing uniquely on the pathologization of female
students of color, whose voices are frequently engulfed by labels
of deviance and disability, a distinct and underrepresented
experience of the school-to-prison pipeline is detailed through
original qualitative methods rooted in authentic narratives. The
book's DisCrit framework, grounded in interdisciplinary research,
draws on scholarship from critical race theory, disability studies,
education, women's and girl's studies, legal studies, and more.
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