From Spirit-Murdering to Spirit-Healing: Addressing Anti-Black Aggressions and the Inhumane Discipline of Black Children

Hines, Dorothy E.; Wilmot, Jennifer M.

doi:10.1080/15210960.2018.1447064

Cited by 48 publications

(36 citation statements)

References 14 publications

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“…Despite reiterated policy emphasis on guaranteeing equal learning opportunities and healthy environments for all students, schools remain exclusionary and traumatic sites for Black girls (Hines & Wilmot, 2018; Hines-Datiri & Carter Andrews, 2017). As our findings reveal, they still find themselves regularly at the intersections of racial and gendered violence in schools.…”

Section: Discussionmentioning

confidence: 99%

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Policy as Punishment and Distraction: The Double Helix of Racialized Sexual Harassment of Black Girls

2020

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Black girls’ experiences with sexual harassment in schools remain critically understudied. To mediate this void, this study explored the role of educators and school policy as disrupting or perpetuating racialized sexual harassment toward them. Using a disability critical race theory (DisCrit) framework, we argue educator response and education policy create a nexus of subjugation that makes Black girls increasingly vulnerable to experience racialized sexual harassment at the hands of adults and peers, while largely failing to provide protection from or recourse for such harassment.

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Section: Discussionmentioning

confidence: 99%

“…In a system of white supremacy, ableism and anti-Black racism work together to situate whiteness as normal, and Blackness and Black bodies as abnormal (Bailey & Mobley, 2019). In schools, this means that anti-Black beliefs influence how Black girls are positioned and (not) supported in learning and behavior (Hines & Wilmot, 2018).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Policy as Punishment and Distraction: The Double Helix of Racialized Sexual Harassment of Black Girls

2020

Self Cite

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“…There are implications for schools in this framework. Bonilla-Silva (2015:118) examined institutionalized racism and education, suggesting that “[d]iscrimination in the realm of education, for example, has not taken a definite institutional pattern in the contemporary period.” Given the criminalization of American students since the 1980s, punishment might be one mechanism for institutionalizing racism in schools (see Hines and Wilmot 2018; Wun 2018).…”

Section: Multiple Inequalities and School Punishmentmentioning

confidence: 99%

“…Most researchers, however, point to ideological frameworks as core mechanisms leading to disproportionate punishments along race, gender, and class axes. For example, as Jamilia J. Blake et al (2011:93) argued, “Black females are stereotypically portrayed as angry, hostile (e.g., Sapphire), and hypersexualized (e.g., Jezebel).” Because of these constructions, teachers are apt to see black girls generally as “guilty subjects who warrant punishment” (Wun 2014:8) and specifically as loud, assertive, aggressive, resistant, and hypersexual (Crenshaw et al 2015; Hines and Wilmot 2018; Lei 2003; Morris 2007; Murphy et al 2013; Wun 2014, 2018). Consequently, staff are likely to punish black girls for demonstrating these traits.…”

Section: Multiple Inequalities and School Punishmentmentioning

confidence: 99%

“…Drawing on what is called “structural violence” (Galtung 1969), some have noted that zero-tolerance criminal justice policing and punishment approaches that dominated in education fields after the 1980s represent a form of structural violence (Wun 2018) or spirit murder (Hines and Wilmot 2018) for girls of color. Structural violence contrasts with interpersonal violence and is understood as the systematic denial of the material, cultural, and symbolic resources necessary to thrive.…”

Section: Conflicting Tales Of School Safety: School Staff’s and Girlsmentioning

confidence: 99%

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Punitive Exclusion and Therapeutic Support: Race, Gender, Class, and Multidimensional Control of High School Girls

Irwin

2020

Sociological Perspectives

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The 1980s brought a sharp upturn in punitive practices in U.S. schools. One negative result of harsh school discipline has been that poor students of color have been punished at disproportionate rates, with the racial disparity in sanctions being dramatic among girls. Some have argued that support services can undermine multiple inequalities in punitive exclusion, although very little research has examined how inequalities function in schools that offer support services as well as punishment. During a 13-year ethnography of girls’ experiences and school staff’s responses to students in one high school in Oahu, Hawai‘i, I found that school staff and girls had different definitions of safety. Elaborating on critical race, intersectional, and black feminist theories, I examine the disconnect between girls’ and staff’s understandings of school safety and offer a nuanced understanding of multiple exclusions in schools.

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Delivering on the promise of early childhood education for black children: An equity strategy

Iruka

2022

New Drctns Chld & Adlscnt

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The early years are a critical period for setting children up for school and life. For Black children who are exposed to adversities before and after birth, early childhood education (ECE) has been shown as one potentially strategy to mitigate against systemic inequities. However, evidence continues to show the negative impact of structural racism and system inequities in the lives of Black children. While Black children continue to thrive even in the face of biased experiences and unfairness, it is imperative that simultaneous attention focus on how to best support the well‐being Black children and address systemic racism. This paper discusses ECE and its evidence and calls for policies and strategies that dismantle racism inherent in ECE by ensuring equitable funding, equity‐centered monitoring, and equity‐centered assessment of family engagement. To support Black children's health, development, and well‐being, we must attend to policies that address equitable access, supports, experiences, and outcomes.

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From Spirit-Murdering to Spirit-Healing: Addressing Anti-Black Aggressions and the Inhumane Discipline of Black Children

Cited by 48 publications

References 14 publications

Policy as Punishment and Distraction: The Double Helix of Racialized Sexual Harassment of Black Girls

Policy as Punishment and Distraction: The Double Helix of Racialized Sexual Harassment of Black Girls

Punitive Exclusion and Therapeutic Support: Race, Gender, Class, and Multidimensional Control of High School Girls

Delivering on the promise of early childhood education for black children: An equity strategy

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