Title: The relevance of sacred inquiry in the education of delinquent Black girls

Authors: Monique W. Morris

Addresses: Sociology Department, University of San Francisco, USA; Leadership Program, St. Mary's College of California, USA

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.

Keywords: Black girls; sacred inquiry; education; delinquency; school exclusions; rehabilitation; epistemology; liberative pedagogical model.

DOI: 10.1504/IJHRDM.2015.071156

International Journal of Human Resources Development and Management, 2015 Vol.15 No.2/3/4, pp.185 - 193

Published online: 13 Aug 2015 *

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