Questions at the Intersections of Critical Geography, Busing, and Racialized Student Discipline
Abstract
This paper will explore questions, ideas, and ethical considerations for a future study I am imagining as an emerging scholar. Analyzed through a critical geography lens (Morrison, Annamma, & Jackson, 2017; Helfenbein, 2021), this narrative study will aim to understand how students at D High School tell stories and make meaning of experiences at the intersections of busing, race, class, and discipline. DHS is located in a wealthy, predominantly white neighborhood north of Atlanta, but nearly 45% of the student population are young People of Color who travel via district bus from low-income POC communities with high concentrations of immigrant families. Following national trends (Gregory, Skiba, & Noguera, 2010; Losen, Hodsen, Keith, Morrison, & Bellway, 2015; Riddle & Sinclair, 2019), the school’s publicly available discipline data indicates that students of Color are disproportionately involved in the school’s discipline systems. In addition, because many of the students who are bused (and who are engaged with the school discipline system) are Spanish speaking, I am curious how linguistic and cultural border-crossing may also be at play in their experiences. I am looking forward to feedback about bringing together racialized discipline policies and racialized geographies of education without a priori assumptions that they two are related, how to frame my research questions, and how to conduct this research ethically from my own positionality.
Presentation Description
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Location
Room 107
Publication Type and Release Option
Presentation (Open Access)
Recommended Citation
Edber, Hannah, "Questions at the Intersections of Critical Geography, Busing, and Racialized Student Discipline" (2022). Curriculum Studies Summer Collaborative. 49.
https://digitalcommons.georgiasouthern.edu/cssc/2022/2022/49
Questions at the Intersections of Critical Geography, Busing, and Racialized Student Discipline
Room 107
This paper will explore questions, ideas, and ethical considerations for a future study I am imagining as an emerging scholar. Analyzed through a critical geography lens (Morrison, Annamma, & Jackson, 2017; Helfenbein, 2021), this narrative study will aim to understand how students at D High School tell stories and make meaning of experiences at the intersections of busing, race, class, and discipline. DHS is located in a wealthy, predominantly white neighborhood north of Atlanta, but nearly 45% of the student population are young People of Color who travel via district bus from low-income POC communities with high concentrations of immigrant families. Following national trends (Gregory, Skiba, & Noguera, 2010; Losen, Hodsen, Keith, Morrison, & Bellway, 2015; Riddle & Sinclair, 2019), the school’s publicly available discipline data indicates that students of Color are disproportionately involved in the school’s discipline systems. In addition, because many of the students who are bused (and who are engaged with the school discipline system) are Spanish speaking, I am curious how linguistic and cultural border-crossing may also be at play in their experiences. I am looking forward to feedback about bringing together racialized discipline policies and racialized geographies of education without a priori assumptions that they two are related, how to frame my research questions, and how to conduct this research ethically from my own positionality.
