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School violence has not been studied widely across schools and communities. This article examines hegemonic masculinity and its relationship to violence through the peer disciplining (hazing, teasing, bullying) that occurs among students who attend an elite suburban boys'school. Using a combination of quantitative and qualitative methods, the analysis suggests that violence is embedded in the social fabric of the school and implicated in power relations between both peers and their institution. Emotionally ambiguous, "you're either in or you're out" distinctions made by peer disciplining can produce shame, fear, and hurt alongside friendship, intimacy, and bonding. The normalcy with which hegemonic values are practiced makes it difficult, though not impossible, to contest. If we are to find viable alternatives to dominant masculinities, which are restrictive for most, it will be important to ask which boys and under what conditions are they able to resist its mandates.

This special issue engages ethical, epistemic, political, and institutional issues in projects of collaborative research for justice that were designed with movements contesting policing, school closures, and youth disinvestment and unemployment. Three of the articles were collaboratively written by activists and scholars who drew from movements that deployed research for community-driven progressive change. The movements and the research are thus situated at the intersection of struggles against a resurgent anti-immigrant white supremacy, gentrification, a punitive carceral state, low pay and lack of meaningful employment opportunities, and the privatization of the public sector. These articles build upon and are in conversation with a set of related articles published in the spring 2018 special issue of Urban Education(Warren et al, 2018) that also addressed ethical, epistemic, political, and institutional tensions in collaborative research for justice. This EPAA special issue aims to advance the discussion through deep reflection within the context of focal 'cases' and within efforts to open space within universities for modes of engaged scholarship that can respond to the challenges of the current moment, as described in the articles that bookend the cases. Taken all together, this special issue demonstrates how scholars, educators, teachers, activists, community leaders, and policy makers can use the production and mobilization of knowledge as a force for building, supporting, sustaining, and advancing multi-issue movements for justice not just in schools and the academy but also in communities of color and others aggrieved by current inequities. ; Esta número especial involucra cuestiones éticas, epistémicas, políticas e institucionales en proyectos de investigación colaborativa para la justicia, concebidos con movimientos que impugnan el policiamiento, el cierre de escuelas, la desinversión de jóvenes y el desempleo. Tres de los artículos fueron escritos de forma colaborativa por activistas y académicos que implantaron investigaciones para cambios en la comunidad. Los movimientos y la investigación se sitúan, por lo tanto, en la intersección de las luchas contra la resurgente supremacía blanca anti-inmigración, la gentrificación, un Estado punitivo carcelario, bajos salarios y falta de oportunidades de empleo significativas, y la privatización del sector público. Estos artículos se basan en un conjunto de artículos relacionados publicados en una número especial de Urban Education (Warren et al, 2018), que también abordó las tensiones éticas, epistémicas, políticas e institucionales en la investigación colaborativa para la justicia. Esta número especial tiene como objetivo avanzar la discusión a través de profunda reflexión dentro del contexto de "casos" focales y dentro de los esfuerzos para abrir espacio dentro de las universidades para modos de estudios comprometidos que puedan responder a los desafíos actuales. Colectivamente, esta número especial demuestra como académicos, educadores, profesores, activistas, líderes comunitarios y formuladores de políticas pueden usar la producción y movilización de conocimiento como una fuerza para construir, apoyar, sostener y promover movimientos por la justicia, no sólo en las escuelas y en la escuela la sociedad. pero también en comunidades de color y otras que se sienten perjudicadas por las desigualdades actuales. ; Esta dossiê envolve questões éticas, epistêmicas, políticas e institucionais em projetos de pesquisa colaborativa para a justiça, concebidos com movimentos que contestam o policiamento, o fechamento de escolas, o desinvestimento de jovens e o desemprego. Três dos artigos foram escritos de forma colaborativa por ativistas e acadêmicos que implantaram pesquisas para mudanças na comunidade. Os movimentos e a pesquisa situam-se, portanto, na interseção das lutas contra a ressurgente supremacia branca anti-imigração, a gentrificação, um Estado punitivo carcerário, baixos salários e falta de oportunidades de emprego significativas, e a privatização do setor público. Esses artigos baseiam-se em um conjunto de artigos relacionados publicados em uma dossiê da Urban Education (Warren et al, 2018), que também abordou as tensões éticas, epistêmicas, políticas e institucionais na pesquisa colaborativa para a justiça. Esta dossiê tem como objetivo avançar a discussão através de profunda reflexão dentro do contexto de "casos" focais e dentro dos esforços para abrir espaço dentro das universidades para modos de estudos engajados que possam responder aos desafios atuais. Coletivamente, esta dossiê demonstra como acadêmicos, educadores, professores, ativistas, líderes comunitários e formuladores de políticas podem usar a produção e mobilização de conhecimento como uma força para construir, apoiar, sustentar e promover movimentos pela justiça, não apenas nas escolas e na sociedade. academia, mas também em comunidades de cor e outras que se sentem prejudicadas pelas desigualdades atuais.

AbstractAmid aggressive surveillance and policing practices, Black Lives Matter has appeared—a social movement whose very name highlights collective resistance to pervasive dehumanization. Psychological studies find the persistent dehumanization of people of color and endorsement of legitimated violence against those dehumanized. As part of broken windows policing, people of color also disproportionately experience discretionary arrests, or charges for low‐level, nonviolent offenses legally recognized as noncriminal. Accordingly, drawing upon data from over 200 interviews and surveys, we report on New Yorkers' experiences of dehumanization during discretionary arrests. In doing so, we introduce a new conceptual framework called "cumulative dehumanization," to illuminate an ongoing state‐sanctioned, racialized dehumanization that is fundamentally cumulative, both temporally and spatially. We conceptualizecumulative dehumanizationas: (a) an accumulation of systemic dehumanizing moments, experienced as an active condition of becoming; (b) a weathering of the racialized affective body, generating various modes of community dispossession; (c) a product and (re)producer of the material and ideological mechanisms upholding racial capitalism; and (d) a complementary accumulation of individual and collective resistance. Attending to amplified processes and consequences within the uneven power dynamics of daily policing practices, we connect everyday, state‐sanctioned dehumanization to cognitive, embodied, psychological, social, material, ideological, and political circuits.

Low-income people of color have been shown to experience disproportionate stops, ticketing, and arrests within an order maintenance policing (OMP) approach to urban law enforcement. A small but growing number of studies have begun to explore the complex lived experience of police encounters within this approach—an important task given the significant consequences of such policing for individuals and communities. This article examines qualitative and quantitative data on incidents of discretionary arrest for low-level offenses, with a focus on young people of color. In-depth, semistructured interviews and focus groups, as well as structured interviews outside criminal courts across New York City, were conducted, offering insight into the scope and depth of impact that OMP has on communities of color. The authors' analysis underscores how OMP can shift relationships to public space in ways that foster fear and social isolation, examines the varied responses of young people to an unwanted criminal identity, and suggests the importance of recognizing the cumulative nature of OMP's collateral consequences.