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

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  • Monique W. Morris

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.

Suggested Citation

  • Monique W. Morris, 2015. "The relevance of sacred inquiry in the education of delinquent Black girls," International Journal of Human Resources Development and Management, Inderscience Enterprises Ltd, vol. 15(2/3/4), pages 185-193.
  • Handle: RePEc:ids:ijhrdm:v:15:y:2015:i:2/3/4:p:185-193
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