These deadly times: reconceptualizing school violence by using critical race theory and disability studies.

Autor/inn/en	Watts, Ivan Eugene; Erevelles, Nirmala
Titel	These deadly times: reconceptualizing school violence by using critical race theory and disability studies.
Quelle	In: American educational research journal, 41 (2004) 2, S. 271-299Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0002-8312; 1935-1011
DOI	10.3102/00028312041002271
Schlagwörter	Soziale Bedingung; Abweichendes Verhalten; Gewalt; Soziale Herkunft; Soziale Kontrolle; Schule; Förderklasse; Schüler; Ungleichheit; Segregation; Behinderung; Sicherheit; Ethnische Gruppe; Institution; USA
Abstract	Most pragmatic responses to school violence seek to assign individual blame and to instill individual responsibility in students. The authors of this article argue that school violence is the result of the structural violence of oppressive social conditions that force students (especially low-income, male African American and Latino students) to feel vulnerable angry, and resistant to the normative expectations of prison-like school environments. From the vantage point of the intersection of critical race theory and materialist disability studies, the authors examine the impact of social, political, economic, and institutional structures on the social construction of the "deviant" student. They raise questions regarding violent "normalizing" structures and argue for more empowering alternatives. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2005/3