Carceral logics and education.
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| Title: | Carceral logics and education. |
|---|---|
| Authors: | Rudolph, Sophie1 sophie.rudolph@unimelb.edu.au |
| Source: | Critical Studies in Education. Oct2023, Vol. 64 Issue 4, p392-409. 18p. |
| Subject Terms: | *School discipline, *School-to-prison pipeline |
| Geographic Terms: | Australia |
| Abstract: | In this article, I propose a new conceptual lens for understanding issues of racialised discipline and school exclusion that takes into consideration the foundational carceral logics of the settler colonial state. By bringing together carceral state, settler colonial and critical Indigenous studies literatures I demonstrate how the settler colonial carceral state is driven by racial capitalism and the white possessive and how this impacts schooling. With a focus on Australia, but drawing connections to other British settler colonial contexts, I propose school discipline is connected to raced carceral logics, through relations of: 1) crisis, safety, and security; 2) containment and control; 3) policing and surveillance. I argue that by examining the carceral logics of the state that underpin school discipline and exclusion, it is possible to shift attention onto structural violences that impact racialised young people in schools, rather than expecting such students to be included into a violent system. [ABSTRACT FROM AUTHOR] |
| Copyright of Critical Studies in Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 171842227 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Carceral logics and education. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Rudolph%2C+Sophie%22">Rudolph, Sophie</searchLink><relatesTo>1</relatesTo><i> sophie.rudolph@unimelb.edu.au</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Critical+Studies+in+Education%22">Critical Studies in Education</searchLink>. Oct2023, Vol. 64 Issue 4, p392-409. 18p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22School+discipline%22">School discipline</searchLink><br />*<searchLink fieldCode="DE" term="%22School-to-prison+pipeline%22">School-to-prison pipeline</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Australia%22">Australia</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: In this article, I propose a new conceptual lens for understanding issues of racialised discipline and school exclusion that takes into consideration the foundational carceral logics of the settler colonial state. By bringing together carceral state, settler colonial and critical Indigenous studies literatures I demonstrate how the settler colonial carceral state is driven by racial capitalism and the white possessive and how this impacts schooling. With a focus on Australia, but drawing connections to other British settler colonial contexts, I propose school discipline is connected to raced carceral logics, through relations of: 1) crisis, safety, and security; 2) containment and control; 3) policing and surveillance. I argue that by examining the carceral logics of the state that underpin school discipline and exclusion, it is possible to shift attention onto structural violences that impact racialised young people in schools, rather than expecting such students to be included into a violent system. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Critical Studies in Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=171842227 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/17508487.2022.2153373 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 18 StartPage: 392 Subjects: – SubjectFull: School discipline Type: general – SubjectFull: School-to-prison pipeline Type: general – SubjectFull: Australia Type: general Titles: – TitleFull: Carceral logics and education. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Rudolph, Sophie IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 10 Text: Oct2023 Type: published Y: 2023 Identifiers: – Type: issn-print Value: 17508487 Numbering: – Type: volume Value: 64 – Type: issue Value: 4 Titles: – TitleFull: Critical Studies in Education Type: main |
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