Debra M. Pane

How Teachers Use Power in the Classroom to Avoid or Support Exclusionary School Discipline Practices

This study explored the relation between classroom interactions and exclusionary school discipline practices within and across four classrooms in a disciplinary alternative school. Critical social practice theory and critical microethnographic methodology supported the examination, interpretation, and analysis of interactive power to illuminate ways of transforming exclusionary school discipline practices. Data showed that exclusionary school discipline practices are mediated through power relations with insights into and implications for transforming exclusionary school discipline practices found in teachers’ discipline goals, ideology, and views of culture.

School-to-Prison Pipeline Revisited / Looking to the Future

When describing The School during his interview, Mr. Frederek said, “It’s like a Fort Knox.” Surveillance cameras in every hallway, isolation of teachers and administration, and suspension of students regularly—these were the norm. This was Mr. Frederek’s understanding of the issue focused on in this book.

Everything is Relative

Teacher accommodation and teacher conformism informed instructional strategies that Mr. Frederek used to teach science content and prevent student suspension. Mr. Frederek’s instructional strategies were impacted by his accommodation of system constraints and student-initiated negotiations.

The Issue / School-to-Prison Pipeline

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.

The Study / Teacher Practices Around Exclusionary School Discipline

The study explained in this book interrogates teacher practices around exclusionary school discipline. Analysis of those practices generates points of hope, which are helpful for discerning, interpreting, and transforming dominant ideology.

“It’s Better to Not Make a Big Deal”

Teacher resistance, teacher accommodation, and teacher conformism informed instructional strategies that Mr. Jenkins used to prevent suspension. Mr. Jenkins’s instructional strategies were impacted by his resistance to dominant PBS ideology, accommodation of system constraints related to classroom disruptions and PBS, and conformism to the dominant ideology of teaching and learning culinary arts.

Adopt My Expectations or Fight Me on it

Teacher accommodation and teacher conformism informed the instructional strategies that suited Mr. Glass’s need to teach language arts in an orderly climate. Mr. Glass’s instructional strategies were impacted by his convenient accommodation of the dominant ideology about PBS rules yet his unquestioning conformism to the dominant ideology about teaching content.

Everyday is a Battle

Teacher accommodation and teacher conformism informed instructional strategies that Ms. Gomez used to teach language arts and stall suspension. Ms. Gomez’s instructional strategies were impacted by her accommodation of ongoing student resistance to her classroom culture, norms, and values.

Challenging Observant Debaters

Social interaction patterns of student resistance developed in Ms. Gomez’s classroom climate with cultural power at play. Student resistance of classroom culture, norms, and values resulted in social interaction patterns that led to students’ inevitable suspension.

Prospective Culinary Assistants

Social interaction patterns of student accommodation and teacher-student negotiations developed in Mr. Jenkins’s classroom climate with not much cultural power at play. Mr. Jenkins’s students accommodated and negotiated his classroom culture, norms, and values to prevent suspension, accomplish communication goals, and reap the rewards of food.