Article in Response to Controversy
As a researcher whose childhood and adolescence were socially and culturally shaped by domestic violence, I am dedicated to challenging the multiple disparities/identities reproduced on the bodies of youth with histories of childhood domestic violence in public schools. This article evokes Bauman (2004), Bakhtian analysis (1984), post-colonial, critical sociocultural, and (dis)ability theory to offer the argument that youth with histories of domestic violence resist violating/violent practices in public schools. Educational practices and discourses that create disordered identities for such youth are re-envisioned in this article.
"Against Rubbish Collecting: Educators & Resistively Ambivalent Youth,"
Journal of Educational Controversy: Vol. 9:
1, Article 6.
Available at: https://cedar.wwu.edu/jec/vol9/iss1/6
Subjects - Topical (LCSH)
Abused children--Education--United States; Children with social disabilities--Education--United States; Problem children--Education--United States; Teachers--Attitudes--United States