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Prison SchoolEducational Inequality and School Discipline in the Age of Mass Incarceration$
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Lizbet Simmons

Print publication date: 2016

Print ISBN-13: 9780520281455

Published to California Scholarship Online: September 2017

DOI: 10.1525/california/9780520281455.001.0001

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PRINTED FROM CALIFORNIA SCHOLARSHIP ONLINE (www.california.universitypressscholarship.com). (c) Copyright University of California Press, 2021. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in CALSO for personal use.date: 16 May 2021

Conclusion

Conclusion

Chapter:
(p.148) Conclusion
Source:
Prison School
Author(s):

Lizbet Simmons

Publisher:
University of California Press
DOI:10.1525/california/9780520281455.003.0006

This concluding chapter revisits the push-pull factors of punitive schools and reviews their role in expanding dependency and correctional vulnerability. It first discusses the politics of dependency, a theory that governments, lacking in their ability to govern and to provide stability to a population by way of opportunity, manage those populations instead through dependency. It is argued that we have no other promising choice but to divest from punitive policies—to cease practices of suspension and expulsion. We can defund the dependency model while shoring up resources for public education by refusing to suspend, expel, or push students out of schools because of disciplinary infractions, and insisting instead on inclusion and equality. This approach is centered on a politics of care and an insistence that humans are at every moment humanized.

Keywords:   public schools, punitive schools, school discipline, correctional vulnerability, suspension, expulsion

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