Full Description
Within educational research, the over-disciplining of Black and Indigenous students is most often presented as a problem located within pathologized or misunderstood communities. That is, theories and proposed solutions tend toward those that ask how we can make students of color from particular backgrounds more suited to US educational standards rather than questioning the racist roots of those standards. Tender Violence in US Schools takes as a provocation this "discipline gap," in exploring a thus far unconsidered stance and asking how white women (the majority of US teachers) have historically understood their roles in the disciplining of Black and Indigenous students, and how and why their role has been constructed over time and space in service to institutions of the white settler colonial state.
Contents
Editor's Foreword Nā Mahalo / Acknowledgments Introduction Chapter 1: (En)Gendering Whiteness: Toward a Theory of Benevolent Whiteness Chapter 2: Woman on a Mission: Lucy Goodale Thurston Chapter 3: The Invasion of Light and Love: Laura Matilda Towne Chapter 4: Sister to the Sioux: Elaine Goodale Eastman Chapter 5: A Woman's Work is Never Done: Benevolent Whiteness in "Post-Racial" America
