Monique W. Morris: Why black girls are targeted for punishment at school -- and how to change that
Monique W. Morris: Kwanini wasichana weusi wanalengwa na adhabu shuleni -- na ni namna gani ya kubadili hilo
As Monique W. Morris writes: "I believe in a justice not associated with any form of oppression. I work for it and I write about it." Full bio
Double-click the English transcript below to play the video.
I got into a fight at school.
I'd been in a fight,
one happened at school.
about a foot taller than me,
and refused to apologize.
and I threw him to the ground.
reflection of the hurricane
with abandonment
in other spaces in my life.
and boys that had assaulted my body
I had to be silent about it.
"Monique, what's wrong with you?"
led with empathy.
they knew I loved to draw,
to help me understand
of my classmate, were disruptive
they were leading.
from going to school the next day.
it didn't keep me from teaching.
that's shared by many black girls
in which black girls
away from schools ---
they pose to the safety of a school,
experiencing schools
and marginalization.
from black girls around the country.
Justice Institute analysis
Department of Education,
who are overrepresented
of discipline in schools.
experiencing exclusionary discipline
aren't overrepresented
are the only group of girls
than their white counterparts
out-of-school suspensions
than their white and Latinx counterparts
Center on Poverty and Inequality
why this disparity is taking place
that black girls experience
than their white peers.
to need less nurturing,
than their white peers.
when girls are as young as five years old.
and the disparity increases over time
between the ages of 10 and 14.
can lead to harsher treatment,
that something is wrong with her,
in which she finds herself.
as too loud, too aggressive,
in relation to nonblack girls
what's going on in this girl's life
Girls High School
with their hair in its natural state,
the global community for the most part
as they stood in their truths.
who saw them as disruptive,
to ask the question,
if we can't be black in Africa?"
with this question.
working to be free
that a safe space to learn provides.
just past their toddler years,
for having a tantrum.
turned away from school
they wear their hair naturally
the clothes fit their bodies.
are experiencing violence
officers in schools.
without reprimand or punishment?
to work with girls like Stacy,
her participation in violence.
and structural analyses
childhood experiences inform
as a "problem child,"
that educators were using
of harm grow stronger in isolation.
we shouldn't be pushing them away,
with the criminal legal system.
out policies and practices
to their learning,
that education is freedom work.
they flee, they freeze.
to protect us when we feel a threat.
in a girl's life,
locations for healing,
locations for learning.
to become a location for healing?
that we have to immediately discontinue
black girls for their hairstyles or dress.
and what a girl learns
in ways that facilitate rape culture
in which they were born.
of concerned adults can enter this work.
to address their dress code
as a collaborative project,
bias and discrimination.
that harm black girls most are unwritten.
internal work to address the biases
black girls for who they actually are,
and gender responsive discussion groups
Latinas, indigenous girls
marginalization in schools
and experiences in schools.
locations for healing,
of counselors in schools.
we all have to be freedom fighters.
to establish themselves
to see themselves as sacred and loved.
in Columbus, Ohio, is an example of this.
the moment their principal declared
girls for having "a bad attitude."
is they built out a robust continuum
expulsion and arrest.
a restorative justice program,
student and teacher relationships
has at least one adult on campus
when she's in a moment of crisis.
of the school and in classrooms
if they need a minute to do so.
that provides girls with an opportunity
with the promotion of self-worth,
to a girl's adverse childhood experiences
they don't push them away.
and suspension rates have improved,
increasingly ready to learn
there care about them.
and sports into their curriculum
tranformative programming,
mindfulness and meditation,
to repair their relationships with others,
complex and historical trauma
in the promise of children and adolescents
learning materials,
and other tools
to heal, so that they can learn.
we respond to our most vulnerable girls
of a positive school culture.
should be at its sharpest
of poverty and addiction;
from having been sex-trafficked
to support her intellectual
or stop mid-thigh or higher.
in the politics of fear
where girls can heal and thrive,
to set this as our intention.
of education as freedom work,
vulnerable among us,
ABOUT THE SPEAKER
Monique W. Morris - Author, social justice scholarAs Monique W. Morris writes: "I believe in a justice not associated with any form of oppression. I work for it and I write about it."
Why you should listen
Monique W. Morris, EdD, founded and leads the National Black Women's Justice Institute, an organization that works to transform public discourses on the criminalization of Black women, girls and their families. For three decades, she has been involved in social justice advocacy and scholarship, working with research and academic institutions, civil rights organizations, nonprofits, public agencies and activists to advance policies and practices that promote racial and gender equity. She's the author of Pushout: The Criminalization of Black Girls in Schools and other books, publications and articles.
As Morris writes: "My work is ultimately about using research and narratives to challenge actions and structures of oppression. I do this using the tools I have available to me as a researcher, educator, public intellectual, visual artist, writer -- and most recently, filmmaker. I am the author of several academic publications and four books, each of them very different. From a street novel about prostitution to a statistical narrative about African Americans in the 21st century to a book about the criminalization of Black girls in schools, I try to meet people where they are on this journey toward freedom. My latest project, a dive into the pedagogical practices that make education freedom work, explores how schools might become locations of healing for Black and Brown girls. And I love Prince. Always have, always will."
Monique W. Morris | Speaker | TED.com