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Please use this identifier to cite or link to this item: http://hdl.handle.net/1807/33655

Title: Building Better Schools not Prisons: A Review of the Literature Surrounding School Suspension and Expulsion Programs and the Implications of such Programs on the Lives of Racial and Ethnic Minority Students
Authors: Johnson, Kwesi
Advisor: Olson, Paul
Department: Sociology and Equity Studies in Education
Keywords: Critical Race Theory
disciplinary policies
public schools
socioeconomic disparities
Issue Date: 29-Nov-2012
Abstract: It has been argued, albeit with some degree of success, that the challenges facing the 21st century Canadian classroom are highly complex. A troubled economy riddled with cutbacks to the education system, ongoing enrolment decline and challenges in embracing a growth in the diversity of students are among the changes that have made classrooms increasingly difficult to navigate. Though the last assertion may be true, disciplinary policies and the tools used to address unwanted student behaviour have remained relatively unchanged within the education system. Using Critical Race Theory, the author examines the implications of school suspension and expulsion programs on students and provides an analysis of current literature on alternative disciplinary methods in public schools. Findings suggest that a mixture of strategies within various disciplinary programs can benefit some students, but more work must be done to address socioeconomic disparities plaguing the majority of students found in these programs.
URI: http://hdl.handle.net/1807/33655
Appears in Collections:Master

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