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)
The ecosystem of racial inequalities in discipline in early childhood education
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