These Deadly Times: Reconceptualizing School Violence by Using Critical Race Theory and Disability Studies

Watts, Ivan Eugene; Erevelles, Nirmala

doi:10.3102/00028312041002271

Cited by 186Education Discipline and InequalityCritical Race Theory in EducationLegal Issues in Education

These Deadly Times: Reconceptualizing School Violence by Using Critical Race Theory and Disability Studies

Watts, Ivan Eugene, Erevelles, Nirmala·2004·American Educational Research Journal

DOI 10.3102/00028312041002271

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Abstract

Most pragmatic responses to school violence seek to assign individual blame and to instill individual responsibility in students. The authors of this article argue that school violence is the result of the structural violence of oppressive social conditions that force students (especially low-income, male African American and Latino students) to feel vulnerable, angry, and resistant to the normative expectations of prison-like school environments. From the vantage point of the intersection of critical race theory and materialist disability studies, the authors examine the impact of social, political, economic, and institutional structures on the social construction of the “deviant” student. They raise questions regarding violent “normalizing” structures and argue for more empowering alternatives.

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These terms are inherently problematic, as they do not accurately depict the problem of refusing to acknowledge race while simultaneously maintaining a deficit notion of people with disabilities.
“These terms are inherently problematic, as they do not accurately depict the problem of refusing to acknowledge race while simultaneously maintaining a deficit notion of people with disabilities (Watts and Erevelles 2004).”
From Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society (2017) · cites this paper as Watts and Erevelles 2004

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Authors: Watts, I. E., & Erevelles, N.
Affiliations: Auburn University (US)
University of Alabama (US)
ORCID: Erevelles, Nirmala
Venue: American Educational Research Journal
Publisher: American Educational Research Association (AERA)
Published: 2004-01
Volume: 41
Issue: 2
Pages: 271-299
ISSN: 0002-8312 (ISSN-L)
1935-1011
DOI: 10.3102/00028312041002271
OpenAlex: W1983775114
Cited by: 186
References: 91
Citations by year: 2026: 2 · 2025: 6 · 2024: 5 · 2023: 8 · 2022: 7 · 2021: 9 · 2020: 11 · 2019: 23 · 2018: 12 · 2017: 16 · 2016: 13 · 2015: 4 · 2014: 13 · 2013: 11 · 2012: 5
FWCI: 24.20
Type: journal article
Language: en
Open access: closed
Licence: journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
Locations: American Educational Research Journal (publishedVersion)
Topics: Social Sciences › Education › Education Discipline and Inequality
Social Sciences › Sociology and Political Science › Critical Race Theory in Education
Social Sciences › Law › Legal Issues in Education
Keywords: school violence, critical race theory, disability studies, structural violence, low-income students, African American students, Hispanic students, social construction of deviance, normalization, student empowerment, institutional framework

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These Deadly Times: Reconceptualizing School Violence by Using Critical Race Theory and Disability Studies

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