Enclosures abound: Black cultural autonomy, prison regime and public education

Schnyder, Damien M.

doi:10.1080/13613324.2010.500843

Cited by 10 publications

(5 citation statements)

References 3 publications

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“…Foucault describes a carceral system that not only reaches beyond the prison but one that utilizes the most coercive technologies of behavior to control people. The expansion of the carceral state beyond the prison has normalized the use of containment, surveillance and other prison techniques as part of everyday life in the American school (Schnyder, 2010;Sojoyner, 2016). Today, evidence of the techniques and technologies of carceral power can be found in the arrangement of cities (Shabazz, 2015) and the very structures urban youth must nagivate to attend K-12 schools, colleges, and universities (Noguera, 2003;Shedd, 2015).…”

Section: Schools As Carceral Institutions and Leaders As Carceral Agentsmentioning

confidence: 99%

Towards Anti-Carceral Leadership: Remaking Public Schools to Refuse Black Students’ Surveillance, Containment, and Control

Jenkins,

Warren

2024

Educational Policy

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The social movement for #PoliceFreeSchools (and the adjacent campaign on college and university campuses called #PoliceFreeCampuses) welcomes an opportunity to reimagine school discipline and safety in contradistinction to current carceral forms. Scholars have moved away from notions of “school to prison pipeline” by demonstrating the many ways schools are organized as carceral spaces (e.g., school-prison nexus). A conceptual framework of Anti-carceral leadership is put forward in this paper to underscore the need for a leadership paradigm that actively refuses the logics of the carceral state (e.g., social control). The paper underscores how the logics of antiblackness may sustain mechanisms of social control in education policy intended to undo racialized harm. The tensions of be(com)ing an anti-carceral leader and its significance for undoing technologies of punishment, confinement, and constraint that reinforce schooling as a site of Black pain and suffering are discussed.

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Section: Schools As Carceral Institutions and Leaders As Carceral Agentsmentioning

confidence: 99%

Towards Anti-Carceral Leadership: Remaking Public Schools to Refuse Black Students’ Surveillance, Containment, and Control

Jenkins,

Warren

2024

Educational Policy

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“…In stating this, Sojoyner argues that scholars must remember that “education has [always] remained at the intersection between freedom and [the] enclosure of Black people” (Sojoyner, 2013: p. 260). Enclosures, in this sense, can be understood as a method of policing Black freedom movements through forced removal, neglect, abandonment, and separation; all in efforts to “blur the social vision of Black communities” (Sojoyner, 2013: p. 242) and deny “Black autonomous spaces of being” (Schnyder, 2014: p. 77). Because Black spaces of cultural autonomy have historically been positioned as “inherently dangerous/criminal/dysfunctional” (Schnyder, 2014: p. 79); the removal of Black students from cultural spaces and communities can be understood as a “battle to control the collective psyche in order to maintain an ideological platform that demands the disregard of Black humanity” (Schnyder, 2014: p. 79).…”

Section: Literature Reviewmentioning

confidence: 99%

Prison abolition literacies as Pro-Black pedagogy in early childhood education

Bryan

McMillian

LaMar³

2022

Journal of Early Childhood Literacy

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The prison abolition movement has brought attention to the American carceral crisis, or better yet, the mass incarceration and disproportionate criminalization of Black people in America. It has also led to and fomented recent calls to defund prison systems, the police, and to remove police from schools. While discussions of prison abolition have been addressed in the carceral studies literature, they are seldom addressed in the education literature and particularly in early childhood education. Given the ways in which young Black children are and have been negatively impacted by issues of mass incarceration (e.g. absence of family members, school-prison nexus), the lack of attention to the American carceral crisis and teaching about prison abolition is beyond concerning and contributes to the stanchless anti-Black violence Black children face in early childhood classrooms. Drawing on pro-Blackness, the imprisoned Black radical tradition, and abolitionist teaching, we introduce what we term prison abolition literacies– literacies practices that bring awareness to the injustices of the carceral state and encourage young children to become prison abolitionists––so that teachers can infuse prison abolition into the early childhood education curriculum.

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“…Black women-led educational institutions historically acted as sites of resistance to white supremacist ideologies and memorialization of Black trauma (Nieves 2018). This was often a life-threatening task for Black women because the notion of educated Black women threatened whites, leading various states to craft laws curtailing and criminalizing the education of all Black people, including any autonomous spaces meant for the cultivation of Black expression via music and art (Porter 2002;Ricks 2014;Schnyder 2010). Scholars trace this historical strategy of stifling Black resistance and agency to slavery, although it persisted in the civil rights era and still continues, owing to federal policies that police schools and defund projects and institutions celebrating Black culture (Schnyder 2010;Shedd 2015).…”

Section: A Black-colonial Feminist Approach To Schoolingmentioning

confidence: 99%

“…This was often a life-threatening task for Black women because the notion of educated Black women threatened whites, leading various states to craft laws curtailing and criminalizing the education of all Black people, including any autonomous spaces meant for the cultivation of Black expression via music and art (Porter 2002;Ricks 2014;Schnyder 2010). Scholars trace this historical strategy of stifling Black resistance and agency to slavery, although it persisted in the civil rights era and still continues, owing to federal policies that police schools and defund projects and institutions celebrating Black culture (Schnyder 2010;Shedd 2015). Scholars such as Sabina Vaught (2019) and Michael Dumas (2014) have theorized schools as continued sites of "vanishment" and "suffering" for Black students.…”

Section: A Black-colonial Feminist Approach To Schoolingmentioning

confidence: 99%

School as a Hostile Institution: How Black and Immigrant Girls of Color Experience the Classroom

Ray

2021

Gender & Society

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The paradox of girls’ academic gains over boys, across race and class, has perplexed scholars for the last few decades. Through a 3-year longitudinal ethnography of two predominantly economically marginalized and racially minoritized schools, I contend that while racially marginalized girls may have made academic gains, school is nevertheless a hostile institution for them. Focusing on the case of Black girls and recent immigrant girls of color, I identify three specific ways in which school functions as hostile institution for them: (1) gendered racial harassment from teachers, (2) erasure of intellect, and (3) estrangement within their communities. Furthermore, the denigration of immigrant girls becomes the conduit for misogynoir. I find that the gains of some racially marginalized girls in school often justify hostility against all of them. Bringing into conversation a feminist analysis of schooling that rejects girls’ educational gains as ubiquitous evidence of a gender revolution with a Black-colonial education framework that emphasizes schooling as a technology of oppression, I explore the current role of school as a hostile institution for Black girls and immigrant girls of color.

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Enclosures abound: Black cultural autonomy, prison regime and public education

Cited by 10 publications

References 3 publications

Towards Anti-Carceral Leadership: Remaking Public Schools to Refuse Black Students’ Surveillance, Containment, and Control

Towards Anti-Carceral Leadership: Remaking Public Schools to Refuse Black Students’ Surveillance, Containment, and Control

Prison abolition literacies as Pro-Black pedagogy in early childhood education

School as a Hostile Institution: How Black and Immigrant Girls of Color Experience the Classroom

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