MARC record from Internet Archive

LEADER: 04053cam 2200565Ii 4500
001 ocn989163742
003 OCoLC
005 20201111210310.0
008 170607t20172015nyu b 001 0 eng d
040 $aIBH$beng$cIBH$dYDX$dOCLCQ$dNDS$dOCLCF
019 $a965474814
020 $a9780815635246$q(paperback)
020 $a0815635249$q(paperback)
035 $a(OCoLC)989163742$z(OCoLC)965474814
043 $an-us---
050 14 $aLB3012.2$b.W45 2017
100 1 $aWeissman, Marsha,$eauthor.
245 10 $aPrelude to prison :$bstudent perspectives on school suspension /$cMarsha Weissman.
246 30 $aStudent perspectives on school suspension
250 $aFirst paperback edition.
264 1 $aSyracuse, New York :$bSyracuse University Press,$c2017.
264 4 $c©2015
300 $axiv, 301 pages ;$c23 cm.
336 $atext$btxt$2rdacontent
337 $aunmediated$bn$2rdamedia
338 $avolume$bnc$2rdacarrier
490 1 $aSyracuse Studies on Peace and Conflict Resolution.
504 $aIncludes bibliographical references (pages 249-285) and index.
505 0 $aIntroduction: Learning from Jayda -- The American gulag: Entwining schools into the carceral state -- Alternative schools and zero tolerance: From liberation learning to social control -- Engagement in the question: Reflections on setting and method -- Backstories: The lives of marginalized kids -- "Bad decisions": The suspension incidents -- "They never want to listen to us": The process of being suspended -- "It's so non-regular": Going to alternative school -- "We have a Mike Tyson here": Labels, rejection, and stigma -- "At least somebody wanted to see me do good": What kids think makes a difference -- Schools, social reproduction, and the making of prisoners: Theory and literature -- Conclusion: "We all activists now."
520 $aBy the close of the twentieth century, the United States became known for its reliance on incarceration as the chief means of social control, particularly in poor communities of color. The carceral state has been extended into the public school system in these communities in what has become known as the "school-to-prison pipeline." Through interviews with young people suspended from school, Weissman examines the impact of zero tolerance and other harsh disciplinary approaches that have transformed schools into penal-like institutions. In their own words, students describe their lives, the challenges they face, and their efforts to overcome those challenges. Weissman draws attention to research that suggests punitive disciplinary policies and practices resemble criminal justice strategies of arrest, trial, sentence, and imprisonment. She then provides recommendations for policy, practice, and political changes that have the potential to dismantle the school-to-prison pipeline.
650 0 $aSchool discipline$zUnited States.
650 0 $aProblem children$xEducation$zUnited States.
650 0 $aProblem children$xBehavior modification$zUnited States.
650 0 $aMinorities$xEducation$zUnited States.
650 0 $aStudent suspension$zUnited States.
650 0 $aDiscrimination in education$zUnited States.
650 0 $aDiscrimination in criminal justice administration$zUnited States.
650 7 $aDiscrimination in criminal justice administration.$2fast$0(OCoLC)fst00895034
650 7 $aDiscrimination in education.$2fast$0(OCoLC)fst00895037
650 7 $aMinorities$xEducation.$2fast$0(OCoLC)fst01023119
650 7 $aProblem children$xBehavior modification.$2fast$0(OCoLC)fst01077834
650 7 $aProblem children$xEducation.$2fast$0(OCoLC)fst01077841
650 7 $aSchool discipline.$2fast$0(OCoLC)fst01107289
650 7 $aStudent suspension.$2fast$0(OCoLC)fst01135996
651 7 $aUnited States.$2fast$0(OCoLC)fst01204155
830 0 $aSyracuse studies on peace and conflict resolution.
938 $aBrodart$bBROD$n118611445
938 $aYBP Library Services$bYANK$n13286856
994 $aZ0$bP4A
948 $hNO HOLDINGS IN P4A - 12 OTHER HOLDINGS