Decolonizing Classroom Management: A Critical Examination of the Cultural Assumptions and Norms in Traditional Practices introduces a framework for decolonizing classroom management which entails critically examining the cultural assumptions and norms embedded in our traditional practices. This book helps educators and teacher educators orient toward liberation through questioning assumptive language, challenging popular classroom management models, and offering promising practices to create positive learning environments. The final section of the book provides promising practices that can guide educators who aim to create thriving learning environments.
Flynn Ross, Ed.D. has worked in hundreds of classrooms across the United States as a teacher and teacher educator for over 30 years and she currently serves as Professor and Department Chair of Teacher Education at the University of Southern Maine. Larissa Malone, Ph.D. research centers on the minoritized experience in schooling and she is currently an associate professor of Social & Cultural Foundations at the University of North Carolina Wilmington.
Forward Marie Battiste Introduction Flynn Ross and Larissa Malone 1 Theoretical Framework for Decolonizing Classroom Management Flynn Ross 2 Colonialism, Assimilation, and Dominant Discourse: A Brief History of Classroom Management Adam Schmitt SECTION 1: Assumptive Language - Decolonizing Our Thinking 3 Problematizing Best Practices and Educational Research by Ronald Philip Cunningham 4 Under the Hood of a Well-Oiled Machine: Revealing Racism and Ableism within Classroom Management Practices Through Disability Critical Race Theory (DisCrit) April Coloma Boyce and Maggie R. Beneke 5 Building Belonging in Classroom Learning Communities Erika McDowell 6 Decolonizing Classroom Relationships Dina Strasser 7 Centering Humanity, Love, and Connection in Classroom Management Erica Holyoke SECTION 2: Challenging Established Classroom Management Models 8 From Interest Convergence in PBIS to Co-Generative Praxis Matthew Green and Jade Calais 9 Reimagining Classroom Management: A Humanizing Social and Emotional Framework Brandie Oliver, Brooke Harris Garad, Brian Dinkins, Danielle Madrazo, and Katie Brooks 10 Decolonizing Mindfulness: Centering Liberation and Connection Patricia Benitez Hemans 11 Challenging the Narrative: How Unexamined Behaviorist Beliefs Can Sabotage Trauma Informed Practices Jennifer Randhare Ashton, Jessica Sniatecki, and Maria Timberlake 12 Shaking Restorative Justice Free from Retributive Justice Flynn Ross SECTION 3: Directions to Consider 13 Fostering Social and Emotional Bonds Through Indigenous Storytelling Jose Ortiz 14 Dreaming Communities of Care: Radical World-Building with Abolitionist Organizers Toward Students' Heartwholeness Riley Drake 15 Creating Harmonious Classroom Communities by Embracing Community Cultural Wealth and Connection Building Violet Jimenez Sims and Dana Trunquest 16 A Collaborative Approach of Ubuntu: Dismantling Colonial Classroom Management Practices in South African Schools through the Spirit of Ubuntu Amy Sarah Padaychee and Samatha Kriger Epilogue: Decolonial Theory to Practice, Toward Shared Anti-Colonial Futures Rebecca Sockbeson, Fiona Hopper, Bridgid Neptune, and Starr Kelly Contributors About the Editors
