Abstract

VVe argue in this essay that the real violence in schools is a result of the structural violence of oppresive social conditions that force students, especially low-income African American and Latino males, tofeel vulnerable, angry, and resistant to the normative expectations of “police-like” school environments. Instead of making attempts to transform these oppressive conditions and explore alternatives outsideof these frameworks, schools utilize the ideological state apparatuses (ISA’s) to justify the construction of certain students (e.g., African American and Latino males) as “violent/deviant/disabled” therebymaking it an individual rather than a social problem. On the other hand, we contend, a political economic analysis of educational contexts makes critical linkages between race, class, and disabilityand in doing so offers an alternative way of re-theorizing identity. Additionally this argument will aIso demonstrate how a political economic analysis exposes and re-orients one towards a collective (global) struggle for social transfornlation in critical multicultural contexts.