A Critical Discourse Analysis of Student Conduct Codes

• In Event: Analyzing Education Policy Discourse

Abstract

This paper investigates the detrimental impact of the language of criminal justice, used in student codes of conduct, on American youth, focusing on marginalized groups like African American and economically disadvantaged children. It examines how language in student codes of conduct contributes to the criminalization and marginalization of adolescents. Employing Foucault's insights on disciplinary language and Fairclough's critical discourse analysis, the study aims to reveal how linguistic frameworks perpetuate systemic inequalities, reinforcing the School to Prison Pipeline (STPP). By scrutinizing disciplinary language's role in shaping perceptions and behaviors, especially among marginalized youth, this critical discourse analysis sheds light on the root causes of the STPP and advocates for more equitable disciplinary approaches in educational settings.

Author

• Caleb Land, Mercer University