We explore the dynamics of nurturing, caring, and enabling in a social justice school and how a p... more We explore the dynamics of nurturing, caring, and enabling in a social justice school and how a problematic context of educational enabling can develop when notions of nurturing are not balanced with consistent disciplinary consequences. In-depth interviews were conducted with eight school staff, teachers, and a student at a social justice urban school. Observational data and institutional documents were also analyzed, and three main themes emerged revealing the tension between nurturing and enabling: (a) sentimentalist standards, (b) perceptions of authority as oppressive, and (c) contradictions in social justice values. We discuss implications for school policy, multicultural education, and school leadership.
A national dialogue on school discipline has now reemerged in the United States as many educators... more A national dialogue on school discipline has now reemerged in the United States as many educators struggle with how to maintain a balance of cultural responsiveness and high expectations when addressing student transgressions on their campuses. While the field of child development, counseling psychology, and communications pose theoretical responses to such dilemmas, this article aims specifically to address the procedural challenges of dealing with verbal abuse from students and adults. Through the lens of a social justice educator, the author offers practical, humanizing steps that are intended to help secondary school educators engage with students in a way that emphasizes boundaries, respect, and reflection for students and adults alike.
We explore the dynamics of nurturing, caring, and enabling in a social justice school and how a p... more We explore the dynamics of nurturing, caring, and enabling in a social justice school and how a problematic context of educational enabling can develop when notions of nurturing are not balanced with consistent disciplinary consequences. In-depth interviews were conducted with eight school staff, teachers, and a student at a social justice urban school. Observational data and institutional documents were also analyzed, and three main themes emerged revealing the tension between nurturing and enabling: (a) sentimentalist standards, (b) perceptions of authority as oppressive, and (c) contradictions in social justice values. We discuss implications for school policy, multicultural education, and school leadership.
Many teachers that pursue a mission of social justice struggle with the question of authority in ... more Many teachers that pursue a mission of social justice struggle with the question of authority in their classroom. After all, the idea of having Authority over someone can feel largely contradictory to a teacher that seeks to spread a sense of fairness inequality amongst the student population. How does one negotiate the reality of holding a position of authority while authentically working to empower students?
Statewide discussion is occurring in California regarding issues of equity in the community colle... more Statewide discussion is occurring in California regarding issues of equity in the community college system. This discussion is incredibly significant given the major 2 role that California Community Colleges [CCC] play as the largest provider of undergraduate education in the United States. As of 2015, there were just over 20 million students attending a 4-year or 2-year postsecondary institution in the United States. Of that 20 million, 7 million were enrolled in 2-year institutions.
This chapter aims to caution educators to critically examine and identify discursive gaps in the ... more This chapter aims to caution educators to critically examine and identify discursive gaps in the national, school practitioner dialogue on the relationship between trauma and school discipline in the United States. Over 74% of American schools experience at least one violent criminal act each year and an estimated 8% of all teachers experience some form of threatening behavior from their students (Robers et. al., 2012). Those of us who work closely with schools on this issue can attest that schools in high violence communities can experience teacher threats, harassment, and violence at rates four times the national percentage. Also, while homicides in schools are not a prominent issue, studies suggest that an average of 20% of students surveyed report a gang presence on their campus. The author suggests these realities of institutional toxicity are largely ignored in both conservative and leftist discourses of school discipline practice as youth and communities are pathologized as inherently deficient and in need of reform. This chapter suggests there are clear gaps in the trauma discourse that are embedded in three underlying assumptions. These assumptions represent and construct a dynamic of pathologization within the current U.S. narrative of trauma in education. They are as follows: (1) A Monolithic Manifestation of Trauma; (2) Schools as the Safe Places in the community; and (3) Communities as powerless spaces of victimization.
The emergence of small schools as a blooming phenomenon in the U.S. resulted from a convergence o... more The emergence of small schools as a blooming phenomenon in the U.S. resulted from a convergence of policy initiatives that quickly gained momentum from backing by the Bill and Melinda Gates Foundation and their efforts to create what they called " miracle schools ". While the idea of " miracle " schools purposed for the empowerment of particular communities is not new or unique to the U.S., the explosion of charter schools and small alternative schools brought back the discussion of overtly themed instruction and educational context to the national discourse. The current project is part of a larger study on an alternative social justice school in the U.S. and the creation and evolution of dynamics that contributed to an educational enabler ethic at the school. The Small Equity School (SES) was developed during a time when increased attention was being given to small alternative equity-oriented schools. Over the past 15 years, the school has operated with a clear intent to address the needs of historically marginalized communities located in the San Francisco Bay Area. Located in a city of just under one million inhabitants, the school district in which SES is situated serves roughly 40,000 students. Many of the city's more privileged families send their children to private schools, leaving the public school system disproportionately populated with students of color and immigrant families. The city itself is in close proximity to the state of California's " Silicon Valley " which is an internationally acknowledged hub for technological innovation, venture capitalism, and economic development. In the presence of such opportunity Abstract: Background: As schools work to integrate and identify with social justice values, they confront the challenging arena of school discipline and addressing student behavior. Purpose and Research Objectives: This case study on a small social justice high school in the western United States explores the ways in which a school's efforts to implement non-punitive approaches manifests in institutional practices that mirror those of less progressive and more conventional schooling structures. Sample and Research Design: The current research presents an in-depth case study of a school with a social justice emphasis. The emphasis on the creation of Disciplinary Third Spaces is extracted from a larger study on Social Justice Schooling and educational enablers. In-depth interviews were conducted with eight school staff, teachers, and a student. In addition, observational data and institutional documents are analyzed and presented. Results: Disciplinary Third Spaces. The study reveals practices that lead to the institutionalization of out-of-class, in-school spaces to send students when conflict arises. The author categorizes them into the following four : (1) Advisory Referrals, (2) Non-Suspensions, (3) The " icebox " , and (4) Tokenizing Staff of Color. The existence and frequent utilization of such spaces mirror that of zero-tolerance schools that philosophically sit in contradiction to social justice schools. Recommendations: The findings underscore the need to integrate and reinforce humanizing approaches to school discipline that reinforce social justice values and student accountability.
The file contains the full text of the book, published in 2017 in Warsaw. From Foreward:
"This ed... more The file contains the full text of the book, published in 2017 in Warsaw. From Foreward: "This edited volume about the educational, social and political issues of the globalized world, is a collection of chapters by experienced academics from many different countries that are directly or indirectly entangled in the post-colonial social and economic milieu. The chapters come from Algeria, Ecuador, India, Italy, Netherlands, Nigeria, Poland, the UK and the USA. The book offers original ways of understating the social and educational contexts of globalized societies, through the critical lens of a post-colonial framing. In the title, the word ‘contexts’ refers to the inescapable social and educational environments that one is immersed in during their upbringing and throughout adult life. In some of the chapters we find discussions on the sociological aspects of the environment in which the education is constructed and delivered, in others we find the interconnectivity between the sociological aspects of life and the systems of education. The issues of social inclusion and exclusion are ever-present in each of the chapters and power relations are carefully examined, questioning the ideological and economic underpinning of education and the world’s social stratification. Due to the cross-continental nature of the book, the principle of world ‘englishes’ is willingly adopted, entrusting that the chapters will gain a global readership. The editors endeavour to allow contributors free expression of their personal beliefs, to create openness and space for passionate and sometimes ‘non-standard’ approaches, in order to avoid the routine of false objectivity. This is coherent with the nature of this book, which aims to reach out for innovative ways of understanding and describing the socioeducational matrixes we all function in."....
We explore the dynamics of nurturing, caring, and enabling in a social justice school and how a p... more We explore the dynamics of nurturing, caring, and enabling in a social justice school and how a problematic context of educational enabling can develop when notions of nurturing are not balanced with consistent disciplinary consequences. In-depth interviews were conducted with eight school staff, teachers, and a student at a social justice urban school. Observational data and institutional documents were also analyzed, and three main themes emerged revealing the tension between nurturing and enabling: (a) sentimentalist standards, (b) perceptions of authority as oppressive, and (c) contradictions in social justice values. We discuss implications for school policy, multicultural education, and school leadership.
A national dialogue on school discipline has now reemerged in the United States as many educators... more A national dialogue on school discipline has now reemerged in the United States as many educators struggle with how to maintain a balance of cultural responsiveness and high expectations when addressing student transgressions on their campuses. While the field of child development, counseling psychology, and communications pose theoretical responses to such dilemmas, this article aims specifically to address the procedural challenges of dealing with verbal abuse from students and adults. Through the lens of a social justice educator, the author offers practical, humanizing steps that are intended to help secondary school educators engage with students in a way that emphasizes boundaries, respect, and reflection for students and adults alike.
We explore the dynamics of nurturing, caring, and enabling in a social justice school and how a p... more We explore the dynamics of nurturing, caring, and enabling in a social justice school and how a problematic context of educational enabling can develop when notions of nurturing are not balanced with consistent disciplinary consequences. In-depth interviews were conducted with eight school staff, teachers, and a student at a social justice urban school. Observational data and institutional documents were also analyzed, and three main themes emerged revealing the tension between nurturing and enabling: (a) sentimentalist standards, (b) perceptions of authority as oppressive, and (c) contradictions in social justice values. We discuss implications for school policy, multicultural education, and school leadership.
Many teachers that pursue a mission of social justice struggle with the question of authority in ... more Many teachers that pursue a mission of social justice struggle with the question of authority in their classroom. After all, the idea of having Authority over someone can feel largely contradictory to a teacher that seeks to spread a sense of fairness inequality amongst the student population. How does one negotiate the reality of holding a position of authority while authentically working to empower students?
Statewide discussion is occurring in California regarding issues of equity in the community colle... more Statewide discussion is occurring in California regarding issues of equity in the community college system. This discussion is incredibly significant given the major 2 role that California Community Colleges [CCC] play as the largest provider of undergraduate education in the United States. As of 2015, there were just over 20 million students attending a 4-year or 2-year postsecondary institution in the United States. Of that 20 million, 7 million were enrolled in 2-year institutions.
This chapter aims to caution educators to critically examine and identify discursive gaps in the ... more This chapter aims to caution educators to critically examine and identify discursive gaps in the national, school practitioner dialogue on the relationship between trauma and school discipline in the United States. Over 74% of American schools experience at least one violent criminal act each year and an estimated 8% of all teachers experience some form of threatening behavior from their students (Robers et. al., 2012). Those of us who work closely with schools on this issue can attest that schools in high violence communities can experience teacher threats, harassment, and violence at rates four times the national percentage. Also, while homicides in schools are not a prominent issue, studies suggest that an average of 20% of students surveyed report a gang presence on their campus. The author suggests these realities of institutional toxicity are largely ignored in both conservative and leftist discourses of school discipline practice as youth and communities are pathologized as inherently deficient and in need of reform. This chapter suggests there are clear gaps in the trauma discourse that are embedded in three underlying assumptions. These assumptions represent and construct a dynamic of pathologization within the current U.S. narrative of trauma in education. They are as follows: (1) A Monolithic Manifestation of Trauma; (2) Schools as the Safe Places in the community; and (3) Communities as powerless spaces of victimization.
The emergence of small schools as a blooming phenomenon in the U.S. resulted from a convergence o... more The emergence of small schools as a blooming phenomenon in the U.S. resulted from a convergence of policy initiatives that quickly gained momentum from backing by the Bill and Melinda Gates Foundation and their efforts to create what they called " miracle schools ". While the idea of " miracle " schools purposed for the empowerment of particular communities is not new or unique to the U.S., the explosion of charter schools and small alternative schools brought back the discussion of overtly themed instruction and educational context to the national discourse. The current project is part of a larger study on an alternative social justice school in the U.S. and the creation and evolution of dynamics that contributed to an educational enabler ethic at the school. The Small Equity School (SES) was developed during a time when increased attention was being given to small alternative equity-oriented schools. Over the past 15 years, the school has operated with a clear intent to address the needs of historically marginalized communities located in the San Francisco Bay Area. Located in a city of just under one million inhabitants, the school district in which SES is situated serves roughly 40,000 students. Many of the city's more privileged families send their children to private schools, leaving the public school system disproportionately populated with students of color and immigrant families. The city itself is in close proximity to the state of California's " Silicon Valley " which is an internationally acknowledged hub for technological innovation, venture capitalism, and economic development. In the presence of such opportunity Abstract: Background: As schools work to integrate and identify with social justice values, they confront the challenging arena of school discipline and addressing student behavior. Purpose and Research Objectives: This case study on a small social justice high school in the western United States explores the ways in which a school's efforts to implement non-punitive approaches manifests in institutional practices that mirror those of less progressive and more conventional schooling structures. Sample and Research Design: The current research presents an in-depth case study of a school with a social justice emphasis. The emphasis on the creation of Disciplinary Third Spaces is extracted from a larger study on Social Justice Schooling and educational enablers. In-depth interviews were conducted with eight school staff, teachers, and a student. In addition, observational data and institutional documents are analyzed and presented. Results: Disciplinary Third Spaces. The study reveals practices that lead to the institutionalization of out-of-class, in-school spaces to send students when conflict arises. The author categorizes them into the following four : (1) Advisory Referrals, (2) Non-Suspensions, (3) The " icebox " , and (4) Tokenizing Staff of Color. The existence and frequent utilization of such spaces mirror that of zero-tolerance schools that philosophically sit in contradiction to social justice schools. Recommendations: The findings underscore the need to integrate and reinforce humanizing approaches to school discipline that reinforce social justice values and student accountability.
The file contains the full text of the book, published in 2017 in Warsaw. From Foreward:
"This ed... more The file contains the full text of the book, published in 2017 in Warsaw. From Foreward: "This edited volume about the educational, social and political issues of the globalized world, is a collection of chapters by experienced academics from many different countries that are directly or indirectly entangled in the post-colonial social and economic milieu. The chapters come from Algeria, Ecuador, India, Italy, Netherlands, Nigeria, Poland, the UK and the USA. The book offers original ways of understating the social and educational contexts of globalized societies, through the critical lens of a post-colonial framing. In the title, the word ‘contexts’ refers to the inescapable social and educational environments that one is immersed in during their upbringing and throughout adult life. In some of the chapters we find discussions on the sociological aspects of the environment in which the education is constructed and delivered, in others we find the interconnectivity between the sociological aspects of life and the systems of education. The issues of social inclusion and exclusion are ever-present in each of the chapters and power relations are carefully examined, questioning the ideological and economic underpinning of education and the world’s social stratification. Due to the cross-continental nature of the book, the principle of world ‘englishes’ is willingly adopted, entrusting that the chapters will gain a global readership. The editors endeavour to allow contributors free expression of their personal beliefs, to create openness and space for passionate and sometimes ‘non-standard’ approaches, in order to avoid the routine of false objectivity. This is coherent with the nature of this book, which aims to reach out for innovative ways of understanding and describing the socioeducational matrixes we all function in."....
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Papers by Darrick Smith
educational enabling can develop when notions of nurturing are not balanced with consistent disciplinary consequences.
In-depth interviews were conducted with eight school staff, teachers, and a student at a social justice urban school.
Observational data and institutional documents were also analyzed, and three main themes emerged revealing the
tension between nurturing and enabling: (a) sentimentalist standards, (b) perceptions of authority as oppressive, and
(c) contradictions in social justice values. We discuss implications for school policy, multicultural education, and school
leadership.
Books by Darrick Smith
"This edited volume about the educational, social and political issues of the globalized
world, is a collection of chapters by experienced academics from many different countries
that are directly or indirectly entangled in the post-colonial social and economic milieu.
The chapters come from Algeria, Ecuador, India, Italy, Netherlands, Nigeria, Poland, the
UK and the USA. The book offers original ways of understating the social and educational
contexts of globalized societies, through the critical lens of a post-colonial framing. In
the title, the word ‘contexts’ refers to the inescapable social and educational environments
that one is immersed in during their upbringing and throughout adult life. In some of the
chapters we find discussions on the sociological aspects of the environment in which the
education is constructed and delivered, in others we find the interconnectivity between
the sociological aspects of life and the systems of education. The issues of social inclusion
and exclusion are ever-present in each of the chapters and power relations are carefully
examined, questioning the ideological and economic underpinning of education and the
world’s social stratification. Due to the cross-continental nature of the book, the principle
of world ‘englishes’ is willingly adopted, entrusting that the chapters will gain a global
readership.
The editors endeavour to allow contributors free expression of their personal beliefs,
to create openness and space for passionate and sometimes ‘non-standard’ approaches, in
order to avoid the routine of false objectivity. This is coherent with the nature of this book,
which aims to reach out for innovative ways of understanding and describing the socioeducational
matrixes we all function in."....
educational enabling can develop when notions of nurturing are not balanced with consistent disciplinary consequences.
In-depth interviews were conducted with eight school staff, teachers, and a student at a social justice urban school.
Observational data and institutional documents were also analyzed, and three main themes emerged revealing the
tension between nurturing and enabling: (a) sentimentalist standards, (b) perceptions of authority as oppressive, and
(c) contradictions in social justice values. We discuss implications for school policy, multicultural education, and school
leadership.
"This edited volume about the educational, social and political issues of the globalized
world, is a collection of chapters by experienced academics from many different countries
that are directly or indirectly entangled in the post-colonial social and economic milieu.
The chapters come from Algeria, Ecuador, India, Italy, Netherlands, Nigeria, Poland, the
UK and the USA. The book offers original ways of understating the social and educational
contexts of globalized societies, through the critical lens of a post-colonial framing. In
the title, the word ‘contexts’ refers to the inescapable social and educational environments
that one is immersed in during their upbringing and throughout adult life. In some of the
chapters we find discussions on the sociological aspects of the environment in which the
education is constructed and delivered, in others we find the interconnectivity between
the sociological aspects of life and the systems of education. The issues of social inclusion
and exclusion are ever-present in each of the chapters and power relations are carefully
examined, questioning the ideological and economic underpinning of education and the
world’s social stratification. Due to the cross-continental nature of the book, the principle
of world ‘englishes’ is willingly adopted, entrusting that the chapters will gain a global
readership.
The editors endeavour to allow contributors free expression of their personal beliefs,
to create openness and space for passionate and sometimes ‘non-standard’ approaches, in
order to avoid the routine of false objectivity. This is coherent with the nature of this book,
which aims to reach out for innovative ways of understanding and describing the socioeducational
matrixes we all function in."....