Does school prepare men for prison?

Graham, Karen

doi:10.1080/13604813.2014.962893

Cited by 10 publications

(4 citation statements)

References 11 publications

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“…Data analysis from our evaluations suggests that negative behaviour is magnified when the emotional effects of transition are inadequately managed. Furthermore, pupil accounts demonstrate that, when left unaddressed, negative effects of transition are carried and amplified across the phase of education to the extent that the negative legacies of failed school transitions have emerged as a recurrent theme in the accounts of young offenders and prisoners (see Graham, ).…”

Section: Discussion and Findingsmentioning

confidence: 99%

Young people and alternative provision: Perspectives from participatory–collaborative evaluations in three UK local authorities

Trotman

Enow

Tucker

2018

British Educational Res J

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This article reports the findings of four separately commissioned evaluations of alternative provision (AP) undertaken in three local authorities in the UK. The evaluations were specifically predicated on the principles of children's rights and used a combination of qualitative research methods and documentary analysis to elicit the experiences of young people in conjunction with the viewpoints of key stakeholders. Data from each evaluation was gathered over a total period of 6 years. The sites and time scales for each evaluation varied from 6-month authority-wide strategic reviews to a 3-year evaluation of an AP free school and an evaluation of pupil referrals in a large school partnership. The evaluations involved 200 participant children and young people, 30 managers and stakeholders, 8 parents of non-attending pupils and local authority officers and school governors. The evaluations report the complexity of needs amongst children and young people; the continuing problem of unsuccessful transitions between key phases/stages of education and the profound consequences of this for young people; assumptions around mainstream reintegration and managed moves; and the curriculum challenges of vocationalism and academic emphasis. While the research data confirms the positive value of multi-agency approaches in AP, it also shows a more recent troubling increase in the number of young people now being referred to AP as a consequence of their exposure to performative school cultures.

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Section: Discussion and Findingsmentioning

confidence: 99%

Young people and alternative provision: Perspectives from participatory–collaborative evaluations in three UK local authorities

Trotman

Enow

Tucker

2018

British Educational Res J

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“…BAME students have had low attendance at school when schools have been open, they have been more likely to miss out on formal learning in general than white pupils, public examination arrangements are likely to disadvantage them, and they may have been excluded at a higher rate. It is important to note that exclusion from school has significant further implications for an individual's future life chances: it increases the likelihood of unemployment, and of involvement in criminal activity, both as a perpetrator and as a victim (Briggs 2010;Graham 2014Graham , 2015Graham , 2016. It is also important to consider once again that while BAME children are discriminated against and experience systematic disadvantage in school, missing out completely on a significant amount of formal learning equally leads to disadvantage in later years (Ladson-Billings 2021).…”

Section: Necropolitics: Disposability Death and The Racial Statementioning

confidence: 99%

Covid, schooling and race in England: a case of necropolitics

Chadderton

2022

Race Ethnicity and Education

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In this paper I focus on the UK government's Covid-19 pandemic response to schooling in England with regards to the impact on race inequality, an area which has received comparatively little attention. I review the existing research, drawing on work by academics, think tanks, lobbying organisations and media reports, conducted between spring 2020 and autumn 2021, and argue that this evidence suggests that the UK government's pandemic response firstly, has increased existing racial disadvantage for Black, Asian and Minority Ethnic (BAME) pupils in education, and secondly, it has potentially increased the exposure of BAME households to illness and death. I further argue that not only can education policy in response to Covid be considered to be an example of white supremacy, but it is an example of necropolitics, defined as 'the power and the capacity [of the state] to dictate who may live and who must die' (Mbembe 2013,161). I conclude by making some recommendations for wide-reaching social and educational change.1 BAME, (Black, Asian and Minority Ethnic) is a commonly used term to describe racialised minorities in the UK. Although used by those advocating for this population, it is however widely contested for many reasons, not least because it seems to suggest a homogeneity within the population, which may to a certain extent mask the social constructed nature of the term, the heterogeneity of the population, and of the various different structures which shape the lives of individuals. I use this term for the purposes of identifying broad, structural inequalities, while also recognising its fundamental inadequacy, and the fact that the term incorporates an enormously diverse group of people, with different cultural and class backgrounds, but also recognising the lack of satisfactory alternatives.'We know that children have missed out on so much by not being in school.' (Gavin Williamson, Secretary of State for Education, cited in Langford 2020)

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“…Amongst other examples, this is evident in shifts that have seen the police increasingly take up positions within schools (Lamont et al 2011) and, whilst the majority of the work on the school-to-prison pipeline has been conducted in the United States, Karen Graham's (Graham 2014(Graham , 2015(Graham , 2016 work in the UK context has drawn attention to the myriad links between schooling and criminalisation. In particular, school exclusions have been noted to significantly increase the likelihood of a person's involvement in criminal activity, both as a perpetrator and as a victim (Briggs 2010;Graham 2014Graham , 2015Graham , 2016. In essence, what we quickly see is the primary responsibility for formal social control shifting from one institution to another: Black bodies come to be enmeshed in a web of whiteness.…”

Section: Policing Black (Student) Bodiesmentioning

confidence: 99%

‘If Your Hair Is Relaxed, White People Are Relaxed. If Your Hair Is Nappy, They’re Not Happy’: Black Hair as a Site of ‘Post-Racial’ Social Control in English Schools

Joseph-Salisbury

Connelly

2018

Social Sciences

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A growing body of literature examines how social control is embedded within, and enacted through, key social institutions generally, and how it impacts disproportionately upon racially minoritised people specifically. Despite this, little attention has been given to the minutiae of these forms of social control. Centring Black hair as a site of social control, and using a contemporary case study to illustrate, this article argues that it is through such forms of routine discipline that conditions of white supremacy are maintained and perpetuated. Whilst our entry into a 'post-racial' epoch means school policies are generally thought of as race-neutral or 'colorblind', we draw attention to how they (re)produce and normalise surface-level manifestations of anti-Blackness. Situating Black hair as a form of 'racial symbolism' and showing Black hairstyles to be significant to Black youth, we show that the governance of hair is not neutral but instead, acts as a form of social control that valorises whiteness and pathologises Blackness.

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Does school prepare men for prison?

Cited by 10 publications

References 11 publications

Young people and alternative provision: Perspectives from participatory–collaborative evaluations in three UK local authorities

Young people and alternative provision: Perspectives from participatory–collaborative evaluations in three UK local authorities

Covid, schooling and race in England: a case of necropolitics

‘If Your Hair Is Relaxed, White People Are Relaxed. If Your Hair Is Nappy, They’re Not Happy’: Black Hair as a Site of ‘Post-Racial’ Social Control in English Schools

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