Counternarratives of students’ experiences returning to comprehensive schools from an involuntary disciplinary alternative school

Brianna L. Kennedy*, Melanie M. Acosta, Olivia Soutullo

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

Abstract

Educators’ excessive uses of exclusionary discipline have led to increased placements of students in disciplinary alternative schools, but few studies examine student experiences after their alternative school placements. Using a theoretical framework informed by critical race theory and the role of the discourse of safety in student discipline, we compose the counternarratives of nine middle school students’ experiences with the transition from an involuntary disciplinary placement back to a comprehensive school. We then analyze across cases to identify commonalities in their stories. Findings show that students experience dehumanization and exclusion that reflect second-class citizenship. We discuss how educators can resist perpetuating this under class even as the overtly racist rhetoric of populist nationalism replaces the neoliberal color-blind version of the discourse of safety.
Original languageEnglish
Pages (from-to)130-149
Number of pages20
JournalRace Ethnicity and Education
Volume22
Issue number1
DOIs
Publication statusPublished - 2019

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