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Abstract

I reflect on the decade I spent as an art teacher in a Chicago high school where so-called "behavioral issues" are rampant, as well on my experience working with incarcerated adults, in order to explain the concept of the school-to-prison pipeline with the aid of recent research on discipline and policing. I go on to talk about a September 2019 thread in an art teacher group on Facebook. On this thread, predominantly white teachers overwhelmingly called for a teacher who was hit while breaking up a fight to press charges against the student who struck him, purportedly for the student’s own good. I examine all of these experiences in light of America’s history of racial repression and control, and throughout the essay I reflect on the important role played by teachers’ feelings in determining the material fates of students and their families.

 
 
 
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