The “Other” in Race, Disability and the School-to-Prison Pipeline

The “Other” in Race, Disability and the School-to-Prison Pipeline

In a society that is focused on the idea of inclusivity, there is a locus in the creation of an environment where no one is made to feel like the “other.” Being the odd one means that the person is considered as being distinct from the other members of the group. In the article, Race, Disability, and the School-to-Prison Pipeline, Julian Hing tackles the topic of being the “other” through the association of raceand disability in the American school system. Hing examines,” a nascent program that in Oakland schools that are trying to disentangle the threads that many believe drag black boys out of  classrooms into jails.” Therefore, the primary thesis of the author is the potentiality of revamping the school system to allow for the redefinition of academic disability when it comes to people of color.

Targeting educators and counselors in the American school system, Hing believes that there is a more plausible explanation to delinquent behavior and indiscipline among African American students that goes beyond race. To further give credibility to her claim, the author providesan example of the relationship between Enikia Ford-Morthel, an educator that goes the extra mile to ensure that new student, Amo, gets the help that he needs. According to Hing’s perspective, “Many people believe this diagnostic progression–from frustrated, difficult kid to disabled, segregated student–is a primary entry point into what’s been called the school-to-prison pipeline.” Consequently, the only way to reduce the incarceration of African Americans is through nipping the problem in the bud. That is, the harsh disciplinary measures that are put in place in schools translate into exclusionary practices that reduce the time the student spends in class. Instead of labeling of behaviorally challenging students as having a disability, in-depth analysis, and collaborationbetween the relevantstakeholders can ensure that the student stays out of trouble. A translation of efforts by educators to keep children in school through the provision of a holistic approach that encompasses emotional support for trauma found outside class will be lower numbers of people in jail..

Works Cited

Hing, Julianne. “Race, Disability, and the School-to-Prison Pipeline.” Colorlines, 18 Apr. 2015, www.colorlines.com/articles/race-disability-and-school-prison-pipeline. Accessed 5 Mar. 2020.