Transforming the School-to-Prison Pipeline

1. Front Matter

   Pages i-xiv

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2. Why Now? Why This?

   1. Front Matter

      Pages 1-1

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   2. The Issue / School-to-Prison Pipeline

      • Debra M. Pane, Tonette S. Rocco

      Pages 3-14

   3. Debbie’s Story / Critical Reflection on Teaching

      • Debra M. Pane, Tonette S. Rocco

      Pages 15-28

   4. The Study / Teacher Practices Around Exclusionary School Discipline

      • Debra M. Pane, Tonette S. Rocco

      Pages 29-47

3. Charming Chef

   1. Front Matter

      Pages 49-49

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   2. The Power of Charm

      • Debra M. Pane, Tonette S. Rocco

      Pages 51-67

   3. Prospective Culinary Assistants

      • Debra M. Pane, Tonette S. Rocco

      Pages 69-88

   4. “It’s Better to Not Make a Big Deal”

      • Debra M. Pane, Tonette S. Rocco

      Pages 89-105

4. Patient Protector

   1. Front Matter

      Pages 107-107

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   2. The Power of Protective Coercion

      • Debra M. Pane, Tonette S. Rocco

      Pages 109-123

   3. Curious Attention Seekers

      • Debra M. Pane, Tonette S. Rocco

      Pages 125-143

   4. “Everything is Relative”

      • Debra M. Pane, Tonette S. Rocco

      Pages 145-160

5. Empathetic Psychologist

   1. Front Matter

      Pages 161-161

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   2. The Power of Unresolved Interactively Established Contracts

      • Debra M. Pane, Tonette S. Rocco

      Pages 163-181

   3. Challenging Observant Debaters

      • Debra M. Pane, Tonette S. Rocco

      Pages 183-193

   4. “Everyday is a Battle”

      • Debra M. Pane, Tonette S. Rocco

      Pages 195-215

6. Ex-Cop Lecturer

   1. Front Matter

      Pages 217-217

      PDF

   2. The Power of Normative Coercion

      • Debra M. Pane, Tonette S. Rocco

      Pages 219-240

   3. Bored Point Seekers

      • Debra M. Pane, Tonette S. Rocco

      Pages 241-248

“Revolution, not reform, is required to release the power of teaching …. Virtually, all teachers possess tremendous power which can be released, given the proper exposure. We can’t get to that point by tinkering with a broken system. We must change our intellectual structures, definitions and assumptions; then we can release teacher power.” (Hilliard, 1997) This book was written during a time of growing upheaval and disagreement about how America should educate its students, particularly those who are poor, diverse, and failing school. Dominant educational research, newspapers, and popular movies such as “Waiting for Superman” continually fuel public debates about whether our 21st century schools provide justice for all, decrease the achievement gap, and leave no child behind. However, even though one of teachers’ greatest concerns and why many leave the profession, classroom discipline is rarely brought to the forefront of discussion. As a result, public discourse does not get into what actually happens during disciplinary moments that ultimately leads to the disproportional tracking of particular students into exclusionary school disciplinary consequences, which funnels an underclass of students into the school-to-prison pipeline. This book is a scholarly study, presented here as a readable story, and practical guide for walking teachers, administrators, and teacher education programs through the process of transforming traditional ways of thinking about classroom discipline and teaching in order to create student-centered, creative, non-punitive classrooms that authentically engage the most alienated and oppressed students in our schools and society.

• Classroom discipline
• Classroom management
• Critical pedagogy
• School-to-prison pipeline
• Transformative education

• Florida International University, USA

  Debra M. Pane, Tonette S. Rocco

Policies and ethics