# data[].attributes.headline
"Creating Tropical Yankees: Social Science Textbooks and U.S. Ideological Control in Puerto Rico, 1898-1908" - José-Manuel Navarro (2002)

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"Creating Tropical Yankees: Social Science Textbooks and U.S. Ideological Control in Puerto Rico, 1898-1908" - José-Manuel Navarro (2002)

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Recounts, among other things, experiences of Puerto Ricans sent to the Carlisle Indian Industrial School in Pennsylvania, tracing commonalities with the experiences of native children and youth and the physical and emotional torture they were subjected to.

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"Unschooling and Indigenous Education" - Noah Romero & Sandra Yellowhorse (2021)

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"Unschooling and Indigenous Education" - Noah Romero & Sandra Yellowhorse (2021)

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"While American Presidents like William McKinley and Theodore Roosevelt framed their exploits as civilising missions, the project of American imperial statecraft was founded in the same discourses that underpinned the genocidal birth of the United States: warfare, slavery, anti-black chattel racism, the extermination of Indigenous peoples (Lowe 2015), and the exploitation, scapegoating, and over-policing of nondominant groups. The role of compulsory education in American empire-building was to naturalise the ideals of American governance and its notions of supremacy." (p. 3)

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"Trust Kids: Stories on Youth Autonomy and Confronting Adult Supremacy" (2022) edited by carla joy bergman

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"Being Bad: My Baby Brother and the School-to-Prison Pipeline" (2014) by Crystal T. Laura
"Pushout: The Criminalization of Black Girls in Schools" (2016) by Monique W. Morris
"Progressive Dystopia: Abolition, Antiblackness and Schooling in San Francisco" (2019) by Savannah Shange "Prison by Any Other Name: The Harmful Consequences of Popular Reforms" (2020) by Maya Schenwar and Victoria Law

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"Justice on Both Sides: Transforming Education through Restorative Justice", Maisha T. Winn (2018)

"Restorative Justice in Education: Transforming Teaching and Learning Through the Disciplines", Maisha T. Winn & Lawrence T. Winn (2021)

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Where do we go from here? Abolition and youth liberation as the goals and also as the roadmap, crafted through everyday actions that shift power towards those most impacted 

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Where do we go from here? Abolition and youth liberation as the goals and also as the roadmap, crafted through everyday actions that shift power towards those most impacted 

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On the limitations of restorative justice:

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On the limitations of restorative justice:

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"Restorative Justice in Urban Schools: Disrupting the School-to-Prison Pipeline" - Anita Wadhwa (2016)

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"Restorative Justice in Urban Schools: Disrupting the School-to-Prison Pipeline" - Anita Wadhwa (2016)

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"Breton notes that restorarive justice can be a way to make the current "colonizer institution" of prisons seem "more humane," which ultimately alienates people from the alternative paradigm altogether. Similarly, practitioners in schools may be at risk of alienating  others from employing restorative justice if they use it as a "more humane"  way of addressing person-to-person harms but fail to address institutional norms and practices that perpetuate inequity in schools..." (p. 153)

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c) Contemporary implications as seen in the curriculum and school cultures in Puerto Rico and Trinidad.

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c) Contemporary implications as seen in the curriculum and school cultures in Puerto Rico and Trinidad.

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"Dismantle, Change, Build: Lessons for Growing Abolition in Teacher Education" - Sheeva Sabati, Farima Pour-Khorshid, Erica R. Meiners, and Chrissy A. Z. Hernandez (2022)

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"Dismantle, Change, Build: Lessons for Growing Abolition in Teacher Education" - Sheeva Sabati, Farima Pour-Khorshid, Erica R. Meiners, and Chrissy A. Z. Hernandez (2022)

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"Abolitionist teaching requires centering the critical, intellectual, relational, and organizing work of abolition—a politic and praxis whose goal is to dismantle the prison industrial complex, including its tentacles in educational spaces." (p. 199)

"Teacher educators also have the immense responsibility of cultivating teachers who understand their freedom as being bound up with that of their students. This is urgent and practical work. It starts with reflexivity and critical engagement with the histories and teachings of abolition and the school system writ large. It starts with conducting audits of the curriculum. It starts with organizing with colleagues to read, learn, and unlearn, but most importantly to act to dismantle barriers for students of color and formerly incarcerated folx and build teacher pathways where they can thrive. It starts with using the word abolition with intention and context. It starts with dismantling classroom management courses and building community-building courses. It starts with rigor and righteousness and unwavering love for our young people and our communities. And the time is now. " (p. 200)

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"Are We Ready for ‘School’ Abolition? Thoughts and Practices of Radical Imaginary in Education" David Stovall (2018)

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"Lenin and Philosophy and Other Essays" - Louis Althusser (2001)

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"Lenin and Philosophy and Other Essays" - Louis Althusser (2001)

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"... the Ideological State Apparatuses function massively and predominantly by ideology, but they also function secondarily by repression, even if ultimately, but only ultimately, this is very attenuated and concealed, even symbolic... Thus Schools and Churches use suitable methods of punishment, expulsion, selection, etc., to 'discipline' not only their shepherds, but also their flocks." (p. 98)

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"We Want to do More than Survive: Abolitionist Teaching and the Pursuit of Educational Freedom" - Bettina Love (2019)

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"We Want to do More than Survive: Abolitionist Teaching and the Pursuit of Educational Freedom" - Bettina Love (2019)

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"This book is about mattering, surviving, resisting, thriving, healing, imagining, freedom, love and joy: all elements of abolitionist work and teaching. Abolitionist teaching is the practice of working in solidarity with communities of color while drawing on the imagination, creativity, refusal, (re)membering, visionary thinking, healing, rebellious spirit, boldness, determination, and subversiveness of abolitionists to eradicate injustice in and outside of schools". (p. 2)

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"Lo “queer” en la educación: ¿afirman nuestras políticas públicas la diversidad en la cultura escolar?" - Eloy Ruiz-Rivera (2017)

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"Lo “queer” en la educación: ¿afirman nuestras políticas públicas la diversidad en la cultura escolar?" - Eloy Ruiz-Rivera (2017)

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Reflections about the lack of research about school experiences of LGBTQIA+ youth in PR and the need for teachers to be better prepared to create safe environments for all students.

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I. Schooling was an important tool in united states imperialist expansion, legitimizing its occupation of colonized nations and territories such as (a) Puerto Rico and (b) the Phillipines and Indigenous communities. The colonial logics inherent to this epistemicide are still present in contemporary school dynamics in Puerto Rico as well as in formerly colonized territories like Trinidad. (c)

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I. Schooling was an important tool in united states imperialist expansion, legitimizing its occupation of colonized nations and territories such as (a) Puerto Rico and (b) the Phillipines and Indigenous communities. The colonial logics inherent to this epistemicide are still present in contemporary school dynamics in Puerto Rico as well as in formerly colonized territories like Trinidad. (c)

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Some of the strategies employed in early XX century across territories: imposition of english-language teaching; recruitment of teachers from the united states and scholarships for local teachers to study there; curriculum favoring cultural, historical and political assimilation into "american life".

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 "Remembering an Apocalyptic Education: Revealing Life Beneath the Waves of Black Being."  Tiffani Marie & Kenjus Watson (2020)

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 "Remembering an Apocalyptic Education: Revealing Life Beneath the Waves of Black Being."  Tiffani Marie & Kenjus Watson (2020)

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"Studies show that black people, regardless of their engagement and success within schools, still experience a lower quality of life than most others (Williams, 2001; Satcher, 2000; Bager et al, 2018; Pearson, 2008). Given these circumstances, one could argue that within a framework of schooling, the black body is only legible through suffering and death. Efforts to center anything other than the necessity of death are reflective of a culture of denial... We may have left unchecked the daily terror that is schooling" (p. 30)

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"The U.S. exported its wartime strategy of assimilation and erasure through education when it acquired the Philippines from Spain in 1898. Colonial education in the Philippines, however, differed in observable ways from Indian boarding schools. By the early 1900s, the U.S. began pursuing a strategy of benevolent assimilation—the idea that the U.S. was occupying sovereign lands mainly to modernize them (Sintos Coloma 2016, p. 242)." (p. 4)

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"Divesting from schools with Julia Cuneo" (2022) - Get Schooled podcast

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"Divesting from schools with Julia Cuneo" (2022) - Get Schooled podcast

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"Get Schooled is by and for youth organizers who want to make a radical change in the education system. This new podcast is a project of Detroit Area Youth Uniting Michingan (DAYUM), a youth-run activist organization based in Detroit, Michigan". - From their Spotify "About" section.

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S1E6 - Divesting From Schools with Julia Cuneo

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Listen to this episode from Get Schooled on Spotify. In this episode, Brittyn and Hafiza dive deep with DAYUM's strategic coordinator Julia Cuneo on what people get wrong about school abolition, and how we can all start divesting from schooling today. Content warning: Brief discussions of gun violence in schools.

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Carla Shalaby on "Repurposing our pedagogies" webinar (2020)

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Carla Shalaby on "Repurposing our pedagogies" webinar (2020)

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"Abolition is about dismantling any practice, policy, institution, behavior, belief that furthers the idea that there is ever such a thing as a throwaway person; that there is ever such a thing as a disposable person. To have any of those practices and institutions, for us to believe that prisons are even a thing that should exist, we have to believe certain things about people and one of those things is that there are people who deserve to be in a cage".

"Abolitionist teaching means that every single move we make, every single book we teach, every single way we be, every single... thing that we say to a child is always communicating a model that life is precious, that we need to take care of each other, and that there is never a time when we're going to throw somebody away."

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"Carceral Educations & Abolition Pedagogies: the Before & Beyond of the School-to-Prison Pipeline Framework" - Michael James Miller (2020)

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"Carceral Educations & Abolition Pedagogies: the Before & Beyond of the School-to-Prison Pipeline Framework" - Michael James Miller (2020)

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In this dissertation, the author asserts that "even critical/radical attempts to understand and subvert the STPP framework tend to reform rather than unsettle institutionalized forms of violence that emerge in and as a function of schooling." (p. 4)

"Restorative justice practices in schools offer generative alternatives to overtly punitive disciplining and/or legal criminalization, yet still depend on and further entrench understandings of schools being sites of an education necessary and worthy of participating in; as justice being conceptually understood, achievable and given the proper circumstances, expected; as harm being measurable and repayable. " (p. 164)

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III. Decolonization and abolition as liberatory praxis in education: Restorative justice could reduce the harms caused by carceral classroom management practices. However, in looking to go beyond the STPP to dismantle the school-prison nexus, certain aspects of the RJ framework that have the potential to be coopted by the state, stripping it of its transformative qualities, must be considered. Some of its limitations are: the prevalence of a binary understanding of good vs bad, where harm is unidirectional and can always be restored; broader adult-led oppressive dynamics present in schools that are at the root of peer-to-peer harm are rarely acknowledged and addressed, much less dismantled through RJ and thus, power structures remain unexamined; and the assumption that school is a place where youth should be in. If, as Romero and Yellowhorse (2021: 4) argue, decolonizing education "requires an examination of the colonizing function of institutional schooling", is it possible to truly transform an institution that has had the "spirit-murdering" (Love, 2019) of entire communities in service of white supremacy and imperialism at its core for centuries? With some youth now calling for us to divest from schools, are we ready to listen and redirect our wealth towards healing, to build abolitionist and decolonizing educational futures?

# data[].attributes.subject
III. Decolonization and abolition as liberatory praxis in education: Restorative justice could reduce the harms caused by carceral classroom management practices. However, in looking to go beyond the STPP to dismantle the school-prison nexus, certain aspects of the RJ framework that have the potential to be coopted by the state, stripping it of its transformative qualities, must be considered. Some of its limitations are: the prevalence of a binary understanding of good vs bad, where harm is unidirectional and can always be restored; broader adult-led oppressive dynamics present in schools that are at the root of peer-to-peer harm are rarely acknowledged and addressed, much less dismantled through RJ and thus, power structures remain unexamined; and the assumption that school is a place where youth should be in. If, as Romero and Yellowhorse (2021: 4) argue, decolonizing education "requires an examination of the colonizing function of institutional schooling", is it possible to truly transform an institution that has had the "spirit-murdering" (Love, 2019) of entire communities in service of white supremacy and imperialism at its core for centuries? With some youth now calling for us to divest from schools, are we ready to listen and redirect our wealth towards healing, to build abolitionist and decolonizing educational futures?

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"Refusing to be Complicit in our Prison Nation: Teachers Rethinking Mandated Reporting" - Erica Meiners & Charity Tolliver (2016)

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"Refusing to be Complicit in our Prison Nation: Teachers Rethinking Mandated Reporting" - Erica Meiners & Charity Tolliver (2016)

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"As mandated reporters, educational personnel report suspected cases of child abuse and neglect at essentially the same rate as law enforcement... This legal position means that teachers aren‘t bystanders and it places them within the 'soft' extension of the carceral, or punishing, state" (p. 107)

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"Classroom management as curriculum of care" - Carla Shalaby (2020)

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"Classroom management as curriculum of care" - Carla Shalaby (2020)

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"Through traditional practices that rely on authoritative control, policing, and exclusion, our children witness a model of power that punishes people instead of taking care of them. They learn that those in authority (and the rules they devise) mandate how we ought to behave—instead of guiding a commitment to live in right relationship with one another and with this planet we all share, which requires sacrifice, flexibility and judgment, discussion and debate, and attention to identity and power. " (p. 42)

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"Policing Life and Death: Race, Violence, and Resistance in Puerto Rico" - Marisol LeBrón (2019)

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"Policing Life and Death: Race, Violence, and Resistance in Puerto Rico" - Marisol LeBrón (2019)

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War Against Drugs and "tough on crime" policies impacting surveillance, racial profiling and overpolicing of low-income youth in public schools adjacent to and serving families in public housing projects.

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"Let Black Girls Learn: Perceptions of Black Femininityand Zero-Tolerance Policies in Schools" - Valeria Pelet del Toro (2018)

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"Let Black Girls Learn: Perceptions of Black Femininityand Zero-Tolerance Policies in Schools" - Valeria Pelet del Toro (2018)

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"...in Puerto Rico, a Black girl was accused of assaulting a few of her classmates. For at least two years, these classmates harassed Alma Yadira Cruz Cruz, a special needs student, calling her negra sucia (dirty negro), pelo de caillo (twig hair), and mona (monkey)." Abandoned by school administrators, Alma tried to put an end to the racial harassment she faced daily. In return, Alma was expelled, and the Puerto Rico Department of Justice charged Alma with battery, criminal threatening, and disturbing the peace, exposing Alma to the possibility of jail time. After a year, the Department of Justice withdrew its case, citing confidentiality concerns." (p. 56)

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"Arrancando Mitos de Raíz: Guía para una Enseñanza Antirracista de la Herencia Africana en Puerto Rico" - Isar Godreau, Mariluz Franco Ortiz, Hilda Lloréns, María Reinat Pumarejo, Inés Canabal Torres y Jessica A. Gaspar Concepción (2014)

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"Arrancando Mitos de Raíz: Guía para una Enseñanza Antirracista de la Herencia Africana en Puerto Rico" - Isar Godreau, Mariluz Franco Ortiz, Hilda Lloréns, María Reinat Pumarejo, Inés Canabal Torres y Jessica A. Gaspar Concepción (2014)

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In this book the authors share their findings on research conducted centering on the manifestations of racism in elementary school textbooks and in everyday interactions between members of school communities. It also provides reflections and lesson plans based on dyspelling myths about African heritage in Puerto Rico and the Americas that sustain interpersonal and internalized anti-black racism amongst children and youth and their teachers.

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"CRT analysis of Teach like a champion" - K. Stewart Valenti (2019)

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"CRT analysis of Teach like a champion" - K. Stewart Valenti (2019)

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In this book that is part of some teacher preparation curriculums in Puerto Rico, student "achievement" is measured by scores in standardized testing and a one-size-fits-all approach to school discipline that reinforces deficit thinking from teachers towards poor students and students of color

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"2017 National School Climate Survey" - GLSEN

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"2017 National School Climate Survey" - GLSEN

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The report states harassment from peers and teachers, lack of support from administration and irrelevancy of the curriculum as important factors in school absences for LGBTQIA+ youth.

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"A neocolonial warp of outmoded hierarchies, curricula and disciplinary technologies in Trinidad’s educational system" - Hakim Mohandas Amani Williams (2016)

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"A neocolonial warp of outmoded hierarchies, curricula and disciplinary technologies in Trinidad’s educational system" - Hakim Mohandas Amani Williams (2016)

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A study on violence in schools in Trinidad, which links this phenomenon to its colonial past and highlights the many directions in which it takes place in schools. It moves beyond circumscribing it as peer-to-peer violence to include the structural and systemic manifestations such as epistemicide, the use of eurocentric metrics to measure student success, the violence of hierarchization and the violence of neocolonialism.

"A significant aspect of colonialism was ‘epistemicide’ (Nyamnjoh, 2012): the crushing imposition of the Western episteme onto indigenous knowledges/ways of knowing, by promoting a ‘monoculture of the mind to maintain control over knowledge production’ (Shahjahan, 2011, p. 189; Said, 1978; Wa Thiong’O, 2011). " (p. 8)

"Hierarchisation was integral to the logic of coloniality, and was/is linked to order, status, verticalized relationships, authoritarianism and exclusion." (p. 5)

"...the reliance on colonial and outmoded disciplinary technologies has become an attractor, and is intended to perpetuate docility, control, and punishment." (p. 10)

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II. Carceral logics in schools: School, as an ideological state apparatus, defines what is “normal” (read: desirable) behavior among youth through the suppression of difference. Educators are trained to sustain oppressive dynamics within schools through the enforcement of carceral “classroom management” as it applies to behavioral norms, dress codes and academic achievement standards which are cisheteropatriarchal, white supremacist, adultist and colonial in nature. Carceral dynamics also become a part of school culture through the criminalization of youth and their families, often led by teachers required by law to act as mandated reporters.

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II. Carceral logics in schools: School, as an ideological state apparatus, defines what is “normal” (read: desirable) behavior among youth through the suppression of difference. Educators are trained to sustain oppressive dynamics within schools through the enforcement of carceral “classroom management” as it applies to behavioral norms, dress codes and academic achievement standards which are cisheteropatriarchal, white supremacist, adultist and colonial in nature. Carceral dynamics also become a part of school culture through the criminalization of youth and their families, often led by teachers required by law to act as mandated reporters.

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"No Child Left Behind." Spoken word poem by Dominique Christina & Denice Frohman. (2015)

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Dominique Christina & Denice Frohman - "No Child Left Behind"

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"Indigenous peoples throughout North America have a long history of forced engagement with colonial education via the institution of boarding schools and legislation that mandated the separation of children from their communities...Indigenous knowledge systems, when judged by the rubric of ‘merit’ formulated by Western standards of being, knowing, and doing, were disregarded as recognized modes of ‘valid’ education. (p. 3)

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b) Similarities with the development of schooling in other u.s.-occupied territories.       

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b) Similarities with the development of schooling in other u.s.-occupied territories.       

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"Jugar para americanizar: un acercamiento a la práctica simbólica de la educación en Puerto Rico  (1900-1950). Otro acercamiento un siglo después." - Eloy Ruiz-Rivera (2013)

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"Jugar para americanizar: un acercamiento a la práctica simbólica de la educación en Puerto Rico  (1900-1950). Otro acercamiento un siglo después." - Eloy Ruiz-Rivera (2013)

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Highlights the urgency for contemporary educators in PR to learn about and understand the impact of this history in our work today.

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"Teacher Formation and the Epistemic Suppression of Borinquen." - Ariana Stokas-Gonzalez (2015)

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"Teacher Formation and the Epistemic Suppression of Borinquen." - Ariana Stokas-Gonzalez (2015)

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"Two years after the 1898 invasion of Puerto Rico by the United States...teacher “education” became a method for colonizing the imagination and laid the foundation for Puerto Rican education from that moment forward. The Brumbaugh philosophy of schooling as patriotic indoctrination persisted in Puerto Rico throughout the twentieth century." (p. 48)