My current body of work elucidates how the educational system can act as an oppressive force for students of color and students with disabilities. In particular, this series examines how school disciplinary practices – such as racial disparities in office referrals, zero tolerance policies, and exclusionary punitive measures (e.g. expulsions and suspensions) are linked to the school-to-prison pipeline.[1]
Additionally, this work explores the link between classroom management practices[2] and implicit bias and racism. Teachers frequently reify dominant White cultural ideals – such as sitting still and being quiet – and link those ideals to effective learning. When students do not fit into this cultural ideal, they are often forced to either conform or experience punitive disciplinary measures.
When creating this series, I utilized bold, propagandistic text inspired by educational research and theorists. This text, which is the conceptual cornerstone of the work, alternates between embodiments of oppressive practices of the educational system and challenges to that system to create a liberatory future. Propaganda posters also influenced the style and format of the series. In particular, stark imagery, a limited color palette, repetitive phrases, fully capitalized letters, and aggressive imperative statements increase the propagandistic and urgent nature of the work.
I drew the imagery in the work from several sources. I co-opted the imagery of a past series of work – nests, seed pods, and cocoons – to explore power inequalities and the sensation of being trapped. For example, images such as Pedagogy of Poverty[3] utilize the inherently constricting nature of cocoons to create a feeling of entrapment. Alternately, I utilized protective structures, especially seed pods, to express the potential for new life and growth through works such as Pedagogy of Hope. Lastly, I developed imagery directly inspired by the educational system – such as pipelines, ladders, and prison cells. For instance, the background of Zero Tolerance features repeating gray lines in the background. These lines are purposefully ambiguous to reference both a ladder – the idea that education can be a stepping stone to improving life – and bars – the idea that for many students, the educational system is a pipeline to prison.
[1] The school-to-prison pipeline is a system in which students are groomed from an early age to enter the criminal justice system.
[2] The term “classroom management” refers to the policies, procedures, and routines that a teacher uses to manage their students and their classroom space.
[3] The term “pedagogy of poverty” is an educational phrase coined by researcher Martin Haberman that describes how teachers in economically disadvantaged and urban schools often teach by giving rote work, delivering information, and maintaining class control.
Shannon Thacker Cregg 