Article Title
Keywords
domestic violence, cultural resistance, best practice, disordered subjectivities, behavioral frameworks of school discipline
Document Type
Article in Response to Controversy
Abstract
Often, efforts by schools to standardize marginalized children with histories of domestic violence have alarming effects. More recent efforts of standardization typically find a sustained existence in the discourse of “best” practices predicated upon a religious-like adherence to behavioral data driven frameworks. This article traces how children and youth with histories of domestic violence (or HDV youth) navigate and resist deficit laden school subjectivities shaped by special education discourses of medicalization and pathologization. In one case study, I spell out how an elementary school created and maintained an HDV child’s EBD (emotional behavioral disordered) subjectivity with detrimental effects. The article ends with further critique of the social and emotional (behavioral) frameworks populating our schools today and their relationship to the school-to-prison pipeline for children and youth with histories of domestic violence.
Genre/Form
articles
Recommended Citation
Pyscher, Tracey
(2016)
"A Violence of “Best Practice” and Unintended Consequences?: Domestic Violence and the Making of a Disordered Subjectivity,"
Journal of Educational Controversy: Vol. 11:
No.
1, Article 3.
Available at:
https://cedar.wwu.edu/jec/vol11/iss1/3
Subjects - Topical (LCSH)
Family violence--United States; Children--Violence against; School discipline--United States; Adjustment disorders in children
Geographic Coverage
United States
Language
English
Format
application/pdf
Type
Text
Included in
Disability and Equity in Education Commons, Humane Education Commons, Social and Philosophical Foundations of Education Commons, Special Education and Teaching Commons