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Transforming the School-to-Prison Pipeline

Lessons from the Classroom

2014 - 348 pages

Debra M. Pane (Florida International University, USA) and Tonette S. Rocco (Florida International University, USA)

ISBN Paperback: 9789462094475 ($ 54.00)
ISBN Hardcover: 9789462094482 ($ 99.00)
ISBN E-Book: 9789462094499

Subject: Educational Theory

Number 61 of the series: Educational Futures: Rethinking Theory and Practice

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Transforming the School-to-Prison Pipeline

Highly recommended for program directors of teacher education programs, school district leaders, site-based school leaders, teacher leaders and urban education researchers. Pane and Rocco’s recommendations for reconceptualization of teacher education programs represent a direct call for program coordinators to re-envision the preparation of teachers. Concurrently, the call for the revitalization of teacher education programs presents an opportunity for strategic partnerships with school district leaders to support the college-to-classroom pipeline for a new generation of change agents. The text is also recommended for site-based school and teacher leaders to implement meaningful collaboration, diversity, and climate discussions that include input from administrators, facilitators, teachers, and communities. Finally, for application of critical theory and research documentation, the text is recommended for urban education researchers. Critical theory as an umbrella for transformative practices, deconstruction of dominant ideologies, and re-conceptualization of practices serve as a model to ensure that research is firmly planted in a theoretical framework. Pane and Rocco take significant care to ensure that their work rests upon the research and data of leading scholars and national data sources.” --Education Review

“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.

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Transforming the School-to-Prison Pipeline