A large body of research has documented the ineffectiveness and detrimental effects of punitive discipline policies and practices in schools. Though the anti-punitive discipline reform movement has grown in the last two decades, punitive discipline practices persist as the most prevalent approach to addressing behavior-related issues in U.S. public schools, particularly in Alabama, where public schools are among the most punitive in the country. This dissertation examined the role of discipline policies in making punitive discipline seem to be a normal and natural part of classroom practice. Using a Foucauldian post-structural approach to policy analysis, I analyzed how the codes of conduct (COCs) of the twelve public school districts in the largest county in Alabama problematize disciplinary issues and, in doing so, shape possibilities for teacher practice and student experiences. The findings from this analysis illustrate that the particular ways that COCs problematize misbehavior and harm: erase student identities and experiences; normalize and justify harsh punitive actions through the positioning of students and teachers; and obscure the disparate and detrimental impacts of punitive discipline on student outcomes. These findings can prepare pre-service and early career teachers to challenge and replace discipline policies and practices that are harmful to students. Further, these findings point to discipline policy reforms that can create new possibilities for teacher practice that may improve student experiences and outcomes. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]