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""COVER""; ""CONTENTS""; ""LIST OF ILLUSTRATIONS""; ""FOREWORD""; ""NOTES""; ""PART 1: WHY NOW? WHY THIS?""; ""CHAPTER 1: THE ISSUE / SCHOOL-TO-PRISON PIPELINE""; ""ENTERING THE PIPELINE: CLASSROOM DISCIPLINE""; ""CAUGHT IN THE PIPELINE: UNQUESTIONED EXCLUSION""; ""A PICTURE OF BAD NEWS""; ""TAKE AWAYS""; ""CRITICALLY REFLECTIVE QUESTIONS: DECONSTRUCTINGAND RECONSTRUCTING THE SCHOOL-TO-PRISON PIPELINE""; ""CHAPTER 2: DEBBIE�S STORY / CRITICALREFLECTION ON TEACHING""; ""ENTANGLED LIVES""; ""First Glimpse""; ""Reflection After Years""; ""THE LONG AND LONELY ROAD""
""Experiential Education for Freedom""""Dialogic Problem-Posing Pedagogy""; ""Freedom in the Classroom""; ""A TRULY DEMOCRATIC CLASSROOM""; ""FROM THAT POINT FORWARD""; ""TAKE AWAYS""; ""CRITICALLY REFLECTIVE QUESTIONS: DECONSTRUCTINGAND RECONSTRUCTING PRIVILEGE""; ""CHAPTER 3: THE STUDY / TEACHER PRACTICES AROUNDEXCLUSIONARY SCHOOL DISCIPLINE""; ""DISCIPLINARY ALTERNATIVE SCHOOL CONTEXT""; ""ON THE LOOKOUT FOR BAD BEHAVIOR""; ""THE FOUR CLASSROOMS""; ""TAKING A CLOSER LOOK""; ""Social Interaction Patterns""; ""Cultural Power""; ""TEACHER PRACTICES AROUND EXCLUSIONARY DISCIPLINE""
""TAKE AWAYS""""CRITICALLY REFLECTIVE QUESTIONS: DECONSTRUCTING AND RECONSTRUCTING TRADITIONAL BEHAVIOR PHILOSOPHY""; ""PART 2: CHARMING CHEF""; ""CHAPTER 4: THE POWER OF CHARM""; ""PREVENTING SUSPENSION""; ""The Teacher with a Human Side""; ""The Staunc h Student/Culinary Assistant Supporter""; ""The Chef Who Needs and Solicits Culinary Assistants in the Kitchen""; ""The Multi-Tasking Product-Oriented Director""; ""The Disclosing Comedic Older Peer/Uncle""; ""The Neutral Enforcer of Administrative Rules""; ""The Adamant Classroom/Kitchen Rule Enforcer""
""The No-nonsense Traditional Parent""""NOT MUCH CULTURAL POWER AT PLAY""; ""CRITICALLY REFLECTIVE QUESTIONS: DECONSTRUCTINGAND RECONSTRUCTING POWER""; ""CHAPTER 5: PROSPECTIVE CULINARY ASSISTANTS""; ""STUDENT ACCOMMODATION""; ""Flexibility as Respect""; ""Flexibility as Sarcasm""; ""Flexibility as Silence""; ""TEACHER-STUDENT NEGOTIATION ""; ""Vocabulary""; ""Student Intrusion""; ""Cooking Projects""; ""Cell Phones""; ""Skipping Class""; ""PREVENTING SUSPENSION""; ""CRITICALLY REFLECTIVE QUESTIONS: DECONSTRUCTING AND RECONSTRUCTING SOCIAL INTERACTION PATTERNS""
""CHAPTER 6: “IT�S BETTER TO NOT MAKE A BIG DEAL�""""TEACHER RESISTANCE""; ""Critique""; ""Self-Reflection""; ""Struggles""; ""TEACHER ACCOMMODATION""; ""TEACHER CONFORMISM""; ""CRITICALLY REFLECTIVE QUESTIONS: DECONSTRUCTINGAND RECONSTRUCTING INSTRUCTIONAL STRATEGIES""; ""PART 3: PATIENT PROTECTOR""; ""CHAPTER 7: THE POWER OF PROTECTIVE COERCION""; ""PREVENTING SUSPENSION""; ""The Patient Quiet Teacher with a Disciplinarian/Protector Side""; ""The Teacher/Lecturer""; ""The Aloof Patient Teacher""; ""The Roving Traditional Disciplinarian Parent""; ""The Quiet Protector Role""
Preliminary Material -- The Issue / School-to-Prison Pipeline -- Debbie’s Story / Critical Reflection on Teaching -- The Study / Teacher Practices Around Exclusionary School Discipline -- The Power of Charm -- Prospective Culinary Assistants -- “It’s Better to Not Make a Big Deal” -- The Power of Protective Coercion -- Curious Attention Seekers -- “Everything Is Relative” -- The Power of Unresolved Interactively Established Contracts -- Challenging Observant Debaters -- “Everyday Is a Battle” -- The Power of Normative Coercion -- Bored Point Seekers -- “Adopt My Expectations or Fight Me on It” -- Advice / Insights / Tips—for Teachers -- Advice / Insights / Tips—for Teacher Education Programs and Administrators -- School-to-Prison Pipeline Revisited / Looking to the Future -- Glossary of Terms -- Additional Resources -- References -- Index.
Critical theory as an umbrella for transformative practices, deconstruction of dominant ideologies, and re-conceptualization of practices serve as a model to ensure that research is firmly planted in a theoretical framework. Pane and Rocco take significant care to ensure that their work rests upon the research and data of leading scholars and national data sources.”— Education Review “Revolution, not reform, is required to release the power of teaching …. Virtually, all teachers possess tremendous power which can be released, given the proper exposure. We can’t get to that point by tinkering with a broken system. We must change our intellectual structures, definitions and assumptions; then we can release teacher power.” (Hilliard, 1997) This book was written during a time of growing upheaval and disagreement about how America should educate its students, particularly those who are poor, diverse, and failing school. Dominant educational research, newspapers, and popular movies such as “Waiting for Superman” continually fuel public debates about whether our 21st century schools provide justice for all, decrease the achievement gap, and leave no child behind. However, even though one of teachers’ greatest concerns and why many leave the profession, classroom discipline is rarely brought to the forefront of discussion. As a result, public discourse does not get into what actually happens during disciplinary moments that ultimately leads to the disproportional tracking of particular students into exclusionary school disciplinary consequences, which funnels an underclass of students into the school-to-prison pipeline. This book is a scholarly study, presented here as a readable story, and practical guide for walking teachers, administrators, and teacher education programs through the process of transforming traditional ways of thinking about classroom discipline and teaching in order to create student-centered, creative, non-punitive classrooms that authentically engage the most alienated and oppressed students in our schools and society
