As videos of police officers using lethal force continue to go viral, such as the deaths of Tamir Rice in Cleveland, Michael Brown in Ferguson, and most recently George Floyd in Minneapolis, calls for greater transparency in policing prompt nationwide discussion about recording technologies. Body-worn cameras have quickly become a frontrunner “solution” to police reform, and hundreds of police agencies across North America have already equipped their frontline officers with video surveillance devices.
Using focus group data from 18 Black girls in 7th-11th grades in the Greater Cincinnati Area, Black girls’ knowledges of school discipline are considered along axes of race, gender, dis/ability, and sexuality. Black girls’ educational experiences are under-researched, particularly their school-based experiences with gendered racism (Ricks 2014; Blake et al. 2011). As research on the school-to-prison pipeline typically highlights Black and brown boys, punishment disparities exist that show that Black girls move through these pathways, as well, and experience differential treatment and exclusionary enforcement (Morris and Perry 2017; Morris 2016; Crenshaw, Ocen, and Nanda 2015). Black girls are frequently punished by educators for subjective rule violations, where rules can be interpreted such as disobedience, rather than objective reasons like drug possession (Annamma et al. 2016; Blake et al. 2011). The intersectional experiences of Black girls serve as a critical site of learning in the quest for educational justice.
Guest bloggers discuss hot topics, teaching ideas, and research dilemmas on bodies.