The relevance of sacred inquiry in the education of delinquent Black girls
by Monique W. Morris
International Journal of Human Resources Development and Management (IJHRDM), Vol. 15, No. 2/3/4, 2015

Abstract: Multiple, intersecting factors contribute to the over-representation of Black girls among students who experience exclusionary discipline and other criminalising factors in school. Education is an important rehabilitative factor among girls in trouble with the law; however, there has been little investigation into the practices that interrupt school-to-confinement pathways for Black girls. This article discusses the application of sacred theory (Reason, 1993) and epistemological considerations that may provide a foundation for the implementation of a liberative pedagogical model (Morris, 2013) for educating girls who have a history of formal contact with the criminal legal system.

Online publication date: Thu, 13-Aug-2015

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