The Emergence of an Educational Enabler Culture in the Context of Social Justice Schooling

• In Event: 54.047 - Rethinking "Social Justice" Teaching: A Critical Analysis of Teachers' Lives and Teacher Leadership

Abstract

In the 1980’s, the concept of the enabler became synonymous with co-dependency in the field of psychotherapy as scholars sought to explain the actions of family members that provided spaces of denial for significant others suffering with addiction (Rotunda & Doman 2001). Enabling in this context came to describe ways in which individuals provide resources such as money, affection, illegal substances, and excuses for someone with addiction. Many of the core themes present in psychological enabling and associated relationships, we also see in urban school settings. Hence, I introduce the concept of the educational enabler and discuss how this term has emerged from beliefs and practices in social justice education. I define the educational enabler culture as: (1) a foundational, ideological framework that manifests in practices that inculcate a collective sense of co-dependency between students and the adults that serve them; and (2) the normalization and rationalization of low behavioral and academic expectations of students. These acts by the educational enabler are justified by a belief that students’ capacities are interrupted by the psychological, emotional, and developmental impact of poverty and trauma. My focus on the educational enabler culture extends the literature in its focus on intersecting systemic, institutional, and cultural influences that create and sustain this ethic.

While many studies have found a strong association between teaching “caring” and student academic success and self-efficacy (see Lewis, et al. 2012), I assert that there are some notions of caring that are sometimes confused with a “savior” mentality that perpetuates a culture of educational enabling. Hemmings (2006) suggests that conflicting ethical obligations and pressures manifests in “caring” teachers leaving students feeling disrespected and disengaged. When teachers over-sympathize students’ hardships and difficult upbringing, students may in fact believe these same teachers do not recognize their intellectual capacities. This tension creates a climate of low expectations for students from marginalized communities (Landsman, 2004).

While previous research has focused on the positive effects associated with teacher qualities such as being “caring” and “warm”, the literature has not yet explored the unintentional emergence of educational enabling in the context of social justice education. I explore the dynamics embedded in an educational institutional culture that led to the development of an educational enabler culture. I also explain the manifestations of the educational enabler ethic as observable structures and practices in a school setting. The current research presents an in-depth case study of a school with a social justice emphasis. In-depth interviews were conducted with eight school staff, teachers, and a student. In addition, observational data and institutional documents are analyzed and presented. Four main themes emerged from my qualitative data: (1) a Sentamentalist’s Standard, (2) Perception of Authority as Oppressive; and (3) Contradictions in Social Justice Values; and (4) Disciplinary Third Spaces. The results of this study indicate that school policy and leadership must implement consistent and clear expectations for students that reflect a vision for equity as well as high standards for behavior and academic performance.

Author

• Darrick A. Smith, University of San Francisco