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Web End = Urban Rev (2015) 47:293316
DOI 10.1007/s11256-014-0293-6
Subini Ancy Annamma
Published online: 10 July 2014 Springer Science+Business Media New York 2014
Abstract In this article, I empirically examined the dispositions of teachers in juvenile justice surrounding young women of color with disabilities to inform what improvements can be made in teacher education. I utilized Critical Race Theory (CRT) and focused on the tenet of whiteness as property as a lens to provide a robust racial analysis of the dispositions of teachers. Findings indicated that instead of a status that elicited support, ability became another thing to surveil, perpetuating a commitment to whiteness as property. An implication that arose directly from these ndings was that teachers need training in understanding theories of race, racism, and inequities that recognize the historical legacy of whiteness as property. This training could lead to a change in teacher dispositions and practices that may disrupt the School to Prison Pipeline.
Keywords School to Prison Pipeline Critical Race Theory Disability Critical
Race Theory
The School to Prison Pipeline, or the Pipeline, has historically steered children out of school and into prisons (Advancement Project 2010). Through methods such as ticketing students for minor offenses, implementing disciplinary removal, and securing the environment through means such as metal detectors and fencing, schools funneled children of color into prisons (ACLU 2008; Kim et al. 2010). This criminalization of children of color illustrated what Fredrick Douglas (1883) called the American habit to impute crime to color.
Pipeline literature made explicit connections between race, criminalization, and education (Bahena et al. 2012). However, other social identity markers and their intersections with race marked children as more susceptible to the Pipeline.
S. A. Annamma (&)
Interdisciplinary Research Incubator for the Study of (In)Equality (IRISE), University of Denver, 2000 E. Asbury Avenue, Denver, CO 80208, USAe-mail: [email protected]
http://crossmark.crossref.org/dialog/?doi=10.1007/s11256-014-0293-6&domain=pdf
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Web End = Whiteness as Property: Innocence and Ability in Teacher Education
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Disability has a distinct role in the Pipeline (Wald and Losen 2003). An average of 3340 % of students in juvenile incarceration have been...