Our model conceptualizes Black childhoods in the present-within communities, families, and geographic spaces from early childhood and beyond. After establishing the importance of context within a discussion on preschool discipline disparities, we discuss the three theoretical frameworks in detail. We then review the literature on school-, district-, and neighborhood-level factors that relate to racial disparities in discipline in order to make a case for developing a conceptual framework that integrates the theories to decolonize school discipline—where discipline is no longer used as a tool to exert and reproduce white oppression and to dehumanize Black children. Finally, we conclude with implications for future research, practice, and policy. (author abstract)