Transforming the School-to-Prison Pipeline

Lessons from the Classroom

  • Debra M. Pane
  • Tonette S. Rocco

Part of the Educational Futures book series (EDUFUT, volume 60)

Table of contents

  1. Front Matter
    Pages i-xiv
  2. Why Now? Why This?

    1. Front Matter
      Pages 1-1
    2. Debra M. Pane, Tonette S. Rocco
      Pages 3-14
    3. Debra M. Pane, Tonette S. Rocco
      Pages 15-28
    4. Debra M. Pane, Tonette S. Rocco
      Pages 29-47
  3. Charming Chef

    1. Front Matter
      Pages 49-49
    2. Debra M. Pane, Tonette S. Rocco
      Pages 51-67
    3. Debra M. Pane, Tonette S. Rocco
      Pages 69-88
    4. Debra M. Pane, Tonette S. Rocco
      Pages 89-105
  4. Patient Protector

    1. Front Matter
      Pages 107-107
    2. Debra M. Pane, Tonette S. Rocco
      Pages 109-123
    3. Debra M. Pane, Tonette S. Rocco
      Pages 125-143
    4. Debra M. Pane, Tonette S. Rocco
      Pages 145-160
  5. Empathetic Psychologist

    1. Front Matter
      Pages 161-161
    2. Debra M. Pane, Tonette S. Rocco
      Pages 163-181
    3. Debra M. Pane, Tonette S. Rocco
      Pages 183-193
    4. Debra M. Pane, Tonette S. Rocco
      Pages 195-215
  6. Ex-Cop Lecturer

    1. Front Matter
      Pages 217-217
    2. Debra M. Pane, Tonette S. Rocco
      Pages 219-240
    3. Debra M. Pane, Tonette S. Rocco
      Pages 241-248

About this book

Introduction

“Revolution, not reform, is required to release the power of teaching …. Virtually, all teachers possess tremendous power which can be released, given the proper exposure. We can’t get to that point by tinkering with a broken system. We must change our intellectual structures, definitions and assumptions; then we can release teacher power.” (Hilliard, 1997) This book was written during a time of growing upheaval and disagreement about how America should educate its students, particularly those who are poor, diverse, and failing school. Dominant educational research, newspapers, and popular movies such as “Waiting for Superman” continually fuel public debates about whether our 21st century schools provide justice for all, decrease the achievement gap, and leave no child behind. However, even though one of teachers’ greatest concerns and why many leave the profession, classroom discipline is rarely brought to the forefront of discussion. As a result, public discourse does not get into what actually happens during disciplinary moments that ultimately leads to the disproportional tracking of particular students into exclusionary school disciplinary consequences, which funnels an underclass of students into the school-to-prison pipeline. This book is a scholarly study, presented here as a readable story, and practical guide for walking teachers, administrators, and teacher education programs through the process of transforming traditional ways of thinking about classroom discipline and teaching in order to create student-centered, creative, non-punitive classrooms that authentically engage the most alienated and oppressed students in our schools and society.

Keywords

Classroom discipline Classroom management Critical pedagogy School-to-prison pipeline Transformative education

Authors and affiliations

  • Debra M. Pane
    • 1
  • Tonette S. Rocco
    • 2
  1. 1.Florida International UniversityUSA
  2. 2.Florida International UniversityUSA

Bibliographic information

  • DOI https://doi.org/10.1007/978-94-6209-449-9
  • Copyright Information SensePublishers-Rotterdam, The Netherlands 2014
  • Publisher Name SensePublishers, Rotterdam
  • eBook Packages Humanities, Social Sciences and Law
  • Online ISBN 978-94-6209-449-9
  • Series Print ISSN 2214-9864
  • Series Online ISSN 2214-9872
  • About this book