(De)Coloniality of School Discipline Systems: A Critical and Historical Review of the Literature

• In Event: Critical Considerations of Discipline-Related Policies

Abstract

Using critical historical and policy analysis, this study critically examines the ideological underpinnings of disciplinary practices through the lens of coloniality, focusing on their impact on students of racialized populations in the United States. Findings identify five critical policy shifts that shape disciplinary practices and demonstrate how schooling has served as a template of white being. The study proposes a decolonial framework to school discipline, offering strategies to advance social justice leadership and promote equitable treatment of all students.

Authors

• Wei-Ling Sun, University of Texas - El Paso

• Daniel D. Liou, Arizona State University