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Research as Copaganda? An Abolitionist Framework for the Study of Police in Schools

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Title: Research as Copaganda? An Abolitionist Framework for the Study of Police in Schools
Language: English
Authors: Hannah Carson Baggett, Carey E. Andrzejewski, LaKendrick Richardson, Brucie Porter
Source: Critical Education. 2026 17(1):78-103.
Availability: Institute for Critical Education Studies. 2125 Main Mall, EDCP, University of British Columbia, Vancouver, BC, V6T 1Z4 Canada. Tel: 604-822-2830; Web site: https://ices.library.ubc.ca/index.php/criticaled/
Peer Reviewed: Y
Page Count: 26
Publication Date: 2026
Document Type: Journal Articles
Reports - Descriptive
Descriptors: Police, Police School Relationship, Social Change, Propaganda, Racism, Institutional Research, Literature Reviews, Police Community Relationship
Geographic Terms: Alabama
ISSN: 1920-4175
Abstract: Recent global discourses about policing have interrogated the role of police (e.g., the #DefundthePolice movement) and amplified decades-old calls from scholars, educators, students, and activists to remove police from schools (e.g., #PoliceFreeSchools, #WeCameToLearn and nopoliceinschools.co.uk). Yet, copaganda continues to situate police, and police in schools, as necessary and desirable. In this essay, we present themes from the literature about school police. We then leverage those themes to advance a framework for the study of police in schools so that this research base does not function as copaganda. We emphasize an abolitionist approach to the study of police in schools that accounts for the history of policing as a racialized project, mobilizes critical and abolitionist perspectives, and takes seriously perspectives about defunding and removal in lieu of reform. We conclude by amplifying recommendations by abolitionist scholars and organizers.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1499649
Database: ERIC
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  Data: Recent global discourses about policing have interrogated the role of police (e.g., the #DefundthePolice movement) and amplified decades-old calls from scholars, educators, students, and activists to remove police from schools (e.g., #PoliceFreeSchools, #WeCameToLearn and nopoliceinschools.co.uk). Yet, copaganda continues to situate police, and police in schools, as necessary and desirable. In this essay, we present themes from the literature about school police. We then leverage those themes to advance a framework for the study of police in schools so that this research base does not function as copaganda. We emphasize an abolitionist approach to the study of police in schools that accounts for the history of policing as a racialized project, mobilizes critical and abolitionist perspectives, and takes seriously perspectives about defunding and removal in lieu of reform. We conclude by amplifying recommendations by abolitionist scholars and organizers.
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      – SubjectFull: Police
        Type: general
      – SubjectFull: Police School Relationship
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      – SubjectFull: Social Change
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      – SubjectFull: Police Community Relationship
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      – SubjectFull: Alabama
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