This analysis is concerned with the spatially-anchored hierarchies of power that organize Ontario’s current schooling model. Using the experiences of four young Latina girls, it questions how current school safety discourses function as barriers to educational success, vis-à-vis their role in reconfiguring these students’ identities through narratives of danger, menace, and unruliness. Specific safety and security related practices are explored as sites through which marginalized students are produced as dangerous bodies who are undeserving of full educational opportunities. It is argued that these practices (as manifest in current approaches to surveillance, policing, discipline and punishment, and the restriction of educational mobility) all work to produce the school space as dominant space. Rather than offering youth the opportunity to overcome inequalities, schools and education instead play a definitive role in their continued propagation by sanctioning the control, containment, and eviction of those who are deemed to be deviant.
| Identifer | oai:union.ndltd.org:LACETR/oai:collectionscanada.gc.ca:OTU.1807/18126 |
| Date | 14 December 2009 |
| Creators | Vivanco, Paulina A. |
| Contributors | Razack, Sherene |
| Source Sets | Library and Archives Canada ETDs Repository / Centre d'archives des thèses électroniques de Bibliothèque et Archives Canada |
| Language | en_ca |
| Detected Language | English |
| Type | Thesis |
Page generated in 0.002 seconds