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From Slow Reform to Meaningful Abolition: Exclusionary School Discipline and the Need for a New Paradigm
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Kathryn E. Wiley; John A. Williams III; Shavonne Simmons – Texas Education Review, 2025
In this essay, we draw on the extant literature to demonstrate the entrenchment of a "reform" paradigm in school discipline policy, research, and practice. We argue that the slow pace of school discipline reform has not served Black children and youth and compels a stronger stance on ending exclusionary discipline once and for all. So…
Descriptors: Discipline, African American Students, School Policy, Policy Formation