ERIC Number: EJ1217909
Record Type: Journal
Publication Date: 2019-Apr
Abstractor: As Provided
Nurturing Is Not Enough: A Case Study on Social Justice, Caring, and Discipline
Smith, Darrick; Yeh, Christine J.
Journal of Education, v199 n2 p89-98 Apr 2019
We explore the dynamics of nurturing, caring, and enabling in a social justice school and how a problematic context of educational enabling can develop when notions of nurturing are not balanced with consistent disciplinary consequences. In-depth interviews were conducted with eight school staff, teachers, and a student at a social justice urban school. Observational data and institutional documents were also analyzed, and three main themes emerged revealing the tension between nurturing and enabling: (a) sentimentalist standards, (b) perceptions of authority as oppressive, and (c) contradictions in social justice values. We discuss implications for school policy, multicultural education, and school leadership.
Descriptors: Social Justice, Caring, Discipline, Urban Schools, Equal Education, Teacher Student Relationship, Teacher Role, Multicultural Education, High Schools, High School Teachers, High School Students, School Culture, Teacher Characteristics, Teacher Expectations of Students, Student Empowerment, Power Structure, Humanization
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: firstname.lastname@example.org; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Authoring Institution: N/A
Identifiers - Location: California (San Francisco)