Digital Storytelling & School Discipline

Book Summary

School discipline is a leading cause of inequities in educational opportunities and contributes to the achievement gap. To understand where these disparities originate and what can be done to ensure students have an equal education, further study must be done. It is crucial for schools and educators to adjust their discipline policies in order to promote social change and support the learning of all students.

Approaching Disparities in School Discipline: Theory, Research, Practice, and Social Change considers theory, research, methods, results, and discussions about social change and describes the school discipline quandary by presenting numerous frameworks for understanding disparities in school discipline. Covering a range of topics such as cultural bias, education reform, and school suspensions, this reference work is ideal for academicians, researchers, scholars, practitioners, instructors, and students.

The many academic areas covered in this publication include, but are not limited to:

  • Academic Disparities

  • Cultural Bias

  • Digital Storytelling

  • Discipline Disparities

  • Education Reform

  • Exclusionary Discipline

  • High Discipline Rates

  • Restorative Justice Practices

  • School Counseling

  • School Suspensions

  • Transformational Change

 Chapter Abstract

Storytelling is an effective technique for resolving disputes and conflict while preserving relationships, self-image, and cultural standards. With increased access to the internet and social media, digital storytelling has become instrumental in spurring awareness and change in areas of social injustice and inequality. This chapter briefly examines the science and culture of storytelling and explores the use of digital storytelling in multiple contexts. The author establishes evidence-based support for the use of storytelling and/or digital storytelling 1) to mitigate educator bias in school discipline policy and practices; 2) to counteract and/or reduce negative psychological, emotional, and cultural impacts of excessive or disparate disciplinary practices; 3) to increase cross-sector awareness, advocacy, and engagement on exclusionary discipline issues. The author also proposes a counter-storytelling method for enhanced qualitative and quantitative data-gathering in school discipline cases.