Race, Recognition and Retribution in Contemporary Youth Justice by Esmorie Miller

Author:Esmorie Miller [Miller, Esmorie]
Language: eng
Format: epub
Tags: Social Science, Criminology, Ethnic Studies, General, Minority Studies, Penology, Black Studies (Global)
ISBN: 9781351039444
Google: xddSEAAAQBAJ
Publisher: Routledge
Published: 2021-12-30T04:17:37+00:00

Those with a different faith than the majority need not attend the Common Schools. This was the basis for separation; it was an option predicated on enhancing the educational autonomy of the population. Despite this noted autonomy, however, I propose a recall of Prentice’s caution of the myth of democratic humanitarianism, associated with the early education institutionalization.

Indeed, part of the proposal in this chapter is that segregation has its basis in the Common School Act (Winks’, 1971). This is noted in the distinction between separate schools and segregated schools. While separation was offered as a resource that was predominantly utilized by Ontario’s White populations, segregation marked the moral struggle Blacks faced to resist the subsequent processes of racialized exclusion resulting from the separate schooling option. This autonomy, and the protections contained in the Act, according to Cooper (2016: 24) was ‘only for Catholics and Protestants’ (Cooper, 2016: 24). That Catholicism and Protestantism were considered White corresponds with the racialization of exclusion informing this chapter. Cooper’s (2016) exploration of how the law operated to further Black marginalization analyses an apt sample of school exclusion cases, resulting from the Common School separation clause. The author details the following,

Some strategies used by whites to prevent black children from gaining entry into common schools included gerrymandering of school boundaries to produce racially segregated districts, declaring common schools to be private institutions, and the withdrawal of white children from common schools by their parents. Many times, the latter action led to the invariable collapse of the school due to a drop in attendance (Houston and Prentice, 1988). For many black children in the province, these tactics simply led to their not obtaining an education at all.

(Cooper, 2016: 26)

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