A Critical Race Sympathetic Touch: Shifting From Classroom Management to Dismantle the School-to-Prison Pipeline

• In Event: 34.079 - Roundtable Session 14
  In Roundtable Session: 34.079-2 - Critical Race Classroom Ecology: Using Critical Race Theory to Inform Praxis in the Pre-K–20 Classroom

Abstract

Purpose: This paper depicts how the focus on classroom management and punitive disciplinary contributes to the School-to-Prison Pipeline and limits the capabilities of teachers to build authentic relationships with students. This is a problem because it has been shown that increased trust and relationships result in less behavioral issues in the classroom and conversely, punitive discipline policies are largely ineffective at making schools safer (Gregory & Ripski, 2008). Yet the emphasis on compliance for children of color subjects them to exclusionary disciplinary policies, removes them from environments of learning, and sends them to environments focused on surveillance, punishment, and incarceration. Instead educators should adopt a “sympathetic touch” as “knowledge on the part of the teacher, not simply of the individual taught, but of his surroundings and background, and the history of his class and group” (DuBois, 1935, p. 328).

Conceptual Framework: CRT recognizes that: 1) Racism and other intersecting oppressive social forces are normal, not aberrant, and contribute to the Pipeline (Delgado & Stefancic, 2001); 2) Whiteness as property is used to judge the behavior of children of color, as less than white peers, and punish them for it (Harris, 1993); 3) “Neutral” discipline policies are applied inequitably subjecting children of color to greater scrutiny and punishment (Annamma, 2014).

Modes of Inquiry: This paper explores literature around implicit and explicit bias, and considers how school personnel may carry these same biases about the children of color in their care. For example, Waytz, Hoffman, and Trawalter (2014) found “White Americans superhumanize Black people relative to White people” (p. 352). We ask, “How does this bias then play out in classrooms when children of color act in ways not desired by schools? Do white teachers view children of color as stronger and therefore more dangerous so harmless acts can be seen as especially threatening?” In order to reject these biases and provide access to equitable education for children of color, school personnel must openly recognize these biases and acquire CRT perspectives in theoretical, methodological, and pedagogical stances that focus on providing equitable education opportunities for students of color.

Results/Significance: Many scholars have recognized the need for critical race pedagogy (Hughes, 2008; Lynn & Jennings, 2009; Poon, 2013) and critical ethnic studies/critical race curriculum (Cabrera et al., 2014; Rios, López, & Morrell, 2014). What has been less explored explicitly is how a hyper-focus on obedience has limited the ways educators can build authentic relationships with students of color. As an alternative to management, DuBois’ (1935) sympathetic touch can support educators in creating solidarity with children of color because it provides context of children’s lives and educational inequities. Though CRT alone cannot dismantle the Pipeline or the larger systemic inequities that perpetuate it, CRT can enhance the knowledge of educators regarding the historical and social roots of educational injustice. By recognizing their implicit and explicit biases around discipline issues and embracing a sympathetic touch as an alternative, educators can provide increased access to education opportunities and outcomes.

Authors

• Subini Ancy Annamma, The University of Kansas

• Deb Morrison, University of Washington - Seattle

• Darrell D. Jackson, University of Wyoming