![]() The result is an interesting, invigorating, and unsettling group of chapters that challenge readers to also revisit and rethink their own ideas about Whiteness, privilege, and power …. have given the contributors to their original 2007 text the opportunity to revisit, rethink, re-conceptualize, and reframe their earlier work. The book's relevance extends to those in a range of settings, with abundant and poignant lessons for enhancing and understanding transformative social justice work in education. Courageously examining diverse perspectives, contexts, and institutional practices, contributors to this volume dismantle the underpinnings of inequitable power relations, privilege, and marginalization. Contributors include George Sefa Dei, Tracey Lindberg, Carl James, Cynthia Levine-Rasky, and the late Patrick Solomon. With new refl ective writings for each chapter, and valuable sections on relevant readings and resources, this volume refreshes and enhances the fi rst text to pay critical and sustained attention to Whiteness in education, with implications far beyond national borders. Returning seven years later to their original pieces from this landmark book, over 20 leading scholars and activists revisit and reframe their rich contributions to a burgeoning scholarship on Whiteness. Advocacy and research efforts built upon the reconceptualization of this system or web would address the criminalizing social practices and policies that, while interconnected with much of the existing SPP literature, have been largely missed in the dominant SPP discourse. Such an expansion of how we understand this term challenges a central assumption inherent in this “pipeline” metaphor that the criminalization of youth flows unidirectionally and unidimensionally from schools to prisons and that disruption of such criminalization should be primarily focused on fixing punitive policies in schools. As a result, I believe we must re-conceptualize the “pipeline” metaphor in a way that views policies and social practices that criminalize students and their families as part of an interconnected, interdependent system or web. This intersection (Crenshaw, 1991) and multiplicity (Hames-Garcia, 2012) of oppressive immigration, mass incarceration and schooling systems, among other factors, shapes the process and outcomes of criminalization (Scott & Saucedo, 2013 Timmons Flores, 2013 Campano et al, 2013). In this paper, I argue that school-to-prison pipeline (SPP) research on shows the existence of an interconnected system of policies and social practices, in and out of schools, punitive and non-punitive in nature, which together work to criminalize students and their families.
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