Skip navigation
  • Home
  • Browse
    • Communities
      & Collections
    • Browse Items by:
    • Publication Date
    • Author
    • Title
    • Subject
    • Department
  • Sign on to:
    • My MacSphere
    • Receive email
      updates
    • Edit Profile


McMaster University Home Page
  1. MacSphere
  2. Open Access Dissertations and Theses Community
  3. Open Access Dissertations and Theses
Please use this identifier to cite or link to this item: http://hdl.handle.net/11375/9760
Full metadata record
DC FieldValueLanguage
dc.contributor.advisorDaenzer, Patriciaen_US
dc.contributor.authorCho, Michelleen_US
dc.date.accessioned2014-06-18T16:48:17Z-
dc.date.available2014-06-18T16:48:17Z-
dc.date.created2011-06-20en_US
dc.date.issued2005en_US
dc.identifier.otheropendissertations/4853en_US
dc.identifier.other5876en_US
dc.identifier.other2068536en_US
dc.identifier.urihttp://hdl.handle.net/11375/9760-
dc.description.abstract<p>Recent reviews of the Safe Schools Act, Ontario's school disciplinary policy have raised concerns regarding the disproportionate impact on racialized students and students with disabilities. Critics claim that zero tolerance and the simultaneous provision of mitigating factors leaving room for the abuse of discretionary authority, calls into question the role of discipline in the education system. Reactions to the reports were highly publicized, suggesing that a certain level of resistance existed among members of school communities in the Greater Toronto Area. This exploratory study set out to examine whether this resistance could be substantiated and if so, how it is structured. Using a qualitative, semi-structured interviewing format, this study explored the opinions of parents, educators and community advocates regarding the impact on racialized students facing suspension and expulsion in particular. Participants were asked to reflect on the introduction and application of the policy and it's effectiveness in addressing safety, in the context of the neo-liberalization of the education system and corresponding devolution of an institutional commitment to equity. This author reflects on the punitive approach to behaviour management and discipline driven by an ideology of safety in the neo-liberalized system, using an integrative anti-racist approach that validates the restorative justice model. Shifting notions of citizenship help to legitimate the militarization of the school system manifesting in increased surveillance and criminalization of racialized students and parents. This study concludes by highlighting participants' reflections on the lack of accountability in a letigious school environment, where the denial of public education has serious implications for students who face systemic barriers to economic survival. Finally, the paper concludes with suggestions for moving away from punitive approaches to behaviour management to the institution of a restorative justice principles in building a culture of reparations.</p>en_US
dc.subjectSocial Worken_US
dc.subjectSocial Worken_US
dc.titleDisproportionate Impact? School Discipline in a Neo-Liberal Stateen_US
dc.typethesisen_US
dc.contributor.departmentSocial Worken_US
dc.description.degreeMaster of Social Work (MSW)en_US
Appears in Collections:Open Access Dissertations and Theses

Files in This Item:
File SizeFormat 
fulltext.pdf
Open Access
4.02 MBAdobe PDFView/Open
Show simple item record Statistics


Items in MacSphere are protected by copyright, with all rights reserved, unless otherwise indicated.

Sherman Centre for Digital Scholarship     McMaster University Libraries
©2022 McMaster University, 1280 Main Street West, Hamilton, Ontario L8S 4L8 | 905-525-9140 | Contact Us | Terms of Use & Privacy Policy | Feedback

Report Accessibility Issue