In Part 2 of this three-part series* (“Culturally Sustaining Behavioral Support is Relational: Collecting Data + Talking to My Student(s)”), workshop participants will bring the data collected and analyzed to begin drafting a short-term intervention plan.
Full series overview:
Research has shown that (1) vague language (e.g., “disobedient” or “disruptive”) increases the possibility of using punitive and harsh punishments and (2) teachers’ expectations impact and predict student outcomes (Osher, Fisher, Amos et al., 2015; Steed, Martinez, Gabriel, & Harper, 2022). Against the backdrop of this data on school discipline, the work of Dr. Crystal Laura (2019) is particularly germane and reminds us that teachers are “either engaged in incarceration prevention or incarceration expansion. It’s just that real” (p. 136). Amidst a school system marked by systemic racism and ableism, it is incumbent upon all of us to ask ourselves how we can “be more human” in our work with Black and Brown youth (Acosta, 2021).
This 3-part series is designed to support participants’ creation of brief but substantive intervention action plans with the potential to effect positive changes in the lives of their students—especially students who present with behaviors deemed as “disruptive” or “problematic.” Adopting the frames of abolition + culturally sustaining pedagogies (Alim & Paris, 2017) to ground our work, we will draw heavily on Love’s (2019) text (We Want to Do More Than Survive: Abolitionist Teaching and the Pursuit of Educational Freedom) and the work of Dr. Joseph Nelson (where he offers a strengths-based approach to counter racist and ableist discipline policies in schools).
Facilitator: Pam Jones
*Note: Participants will use ONE Trainings/Workshops seat to attend this three-part series.