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

Monique W. Morris

International Journal of Human Resources Development and Management, 2015, vol. 15, issue 2/3/4, 185-193

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. (search for similar items in EconPapers)
Date: 2015
References: Add references at CitEc
Citations:

Downloads: (external link)
http://www.inderscience.com/link.php?id=71156 (text/html)
Access to full text is restricted to subscribers.

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:ids:ijhrdm:v:15:y:2015:i:2/3/4:p:185-193

Access Statistics for this article

More articles in International Journal of Human Resources Development and Management from Inderscience Enterprises Ltd
Bibliographic data for series maintained by Sarah Parker ().