By Christopher G. Robbins
ISBN-10: 0791475050
ISBN-13: 9780791475058
ISBN-10: 0791475069
ISBN-13: 9780791475065
Expelling wish increases serious questions on the consequences of punitive regulations, really “zero tolerance,” and repressive social relationships on early life (of colour) and public education. It argues convincingly that 0 tolerance is a catchword, or linchpin, for an array of discourses and social practices that aid the criminalization of teenage, the militarization of public education and tradition, and the marketization of public existence. Politically impassioned and intellectually rigorous, the ebook offers the framework for an alternate imaginative and prescient of adlescent and education, one rooted in wish that demands adolescence to be taken care of as brokers of a democratic destiny.
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Extra resources for Expelling Hope: The Assault on Youth and the Militarization of Schooling
Sample text
One major consequence of denying educational opportunity is the relationship between school exclusion and later school dropout rates. Most exclusions occur between the sixth and ninth grades and, again, predominantly for students of color (Skiba, 2000; Zweilfer & DeBeers, 2002). African American and Latino youth drop out of school at a rate of two to three times that of Whites (Cross, 2001, pp. 6–7). Dropout and push-outs occur most often in tenth grade, following the most prevalent years (sixth to ninth grades) of school exclusion.
As public funding for public schools erodes and schools are subsequently commercialized and thrown into choice and testing schemes, educational practices become even more intensively driven by “individualism, self-interest, and brutal competitiveness” (p. 46). This is, in other words, how public schools become central sites through which neoliberalism’s hyper-individualism and ruthless “social Darwinism” are reproduced (p. 31). , discipline, and what is now called “low performance”) receive less support and more punishment, if not criminalization.
104–105). , isolation, harassment, physical abuse, and even rape) (Abramsky, 2001; see also Olson, 2003). If students are directed to a juvenile facility, their education is not closely monitored (Bell, 2001). When students are directed to an adult facility as a result of a zero tolerance infraction, they don’t receive any education, as the facility is not equipped for their needs, if it has any educational services at all (Blumenson & Nilsen, 2002). What’s more, placement in detention centers for noncriminal offenses generally positions youth with individuals who have committed more serious and sometimes violent crimes and, as noted above, subjects them to a potential wrath of psychological and physical trauma.
Expelling Hope: The Assault on Youth and the Militarization of Schooling by Christopher G. Robbins
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