Campbell F. Scribner – författare

Spare the Rod traces the history of discipline in schools and its ever increasing integration with prison and policing, ultimately arguing for an approach to discipline that aligns with the moral community that schools could and should be.In Spare the Rod, historian Campbell F. Scribner and philosopher Bryan R. Warnick investigate the history and philosophy of America’s punishment and discipline practices in schools. To delve into this controversial subject, they first ask questions of meaning. How have concepts of discipline and punishment in schools changed over time? What purposes are they supposed to serve? And what can they tell us about our assumptions about education? They then explore the justifications. Are public school educators ever justified in punishing or disciplining students? Are discipline and punishment necessary for students’ moral education, or do they fundamentally have no place in education at all? If some form of punishment is justified in schools, what ethical guidelines should be followed?  The authors argue that as schools have grown increasingly bureaucratic over the last century, formalizing disciplinary systems and shifting from physical punishments to forms of spatial or structural punishment such as in-school suspension, school discipline has not only come to resemble the operation of prisons or policing, but has grown increasingly integrated with those institutions. These changes and structures are responsible for the school-to-prison pipeline. They show that these shifts disregard the unique status of schools as spaces of moral growth and community oversight, and are incompatible with the developmental environment of education.  What we need, they argue, is an approach to discipline and punishment that fits with the sort of moral community that schools could and should be.

Spare the Rod traces the history of discipline in schools and its ever increasing integration with prison and policing, ultimately arguing for an approach to discipline that aligns with the moral community that schools could and should be.In Spare the Rod, historian Campbell F. Scribner and philosopher Bryan R. Warnick investigate the history and philosophy of America’s punishment and discipline practices in schools. To delve into this controversial subject, they first ask questions of meaning. How have concepts of discipline and punishment in schools changed over time? What purposes are they supposed to serve? And what can they tell us about our assumptions about education? They then explore the justifications. Are public school educators ever justified in punishing or disciplining students? Are discipline and punishment necessary for students’ moral education, or do they fundamentally have no place in education at all? If some form of punishment is justified in schools, what ethical guidelines should be followed?  The authors argue that as schools have grown increasingly bureaucratic over the last century, formalizing disciplinary systems and shifting from physical punishments to forms of spatial or structural punishment such as in-school suspension, school discipline has not only come to resemble the operation of prisons or policing, but has grown increasingly integrated with those institutions. These changes and structures are responsible for the school-to-prison pipeline. They show that these shifts disregard the unique status of schools as spaces of moral growth and community oversight, and are incompatible with the developmental environment of education.  What we need, they argue, is an approach to discipline and punishment that fits with the sort of moral community that schools could and should be.

Spare the Rod traces the history of discipline in schools and its ever increasing integration with prison and policing, ultimately arguing for an approach to discipline that aligns with the moral community that schools could and should be. In Spare the Rod, historian Campbell F. Scribner and philosopher Bryan R. Warnick investigate the history and philosophy of America’s punishment and discipline practices in schools. To delve into this controversial subject, they first ask questions of meaning. How have concepts of discipline and punishment in schools changed over time? What purposes are they supposed to serve? And what can they tell us about our assumptions about education? They then explore the justifications. Are public school educators ever justified in punishing or disciplining students? Are discipline and punishment necessary for students’ moral education, or do they fundamentally have no place in education at all? If some form of punishment is justified in schools, what ethical guidelines should be followed? 

The authors argue that as schools have grown increasingly bureaucratic over the last century, formalizing disciplinary systems and shifting from physical punishments to forms of spatial or structural punishment such as in-school suspension, school discipline has not only come to resemble the operation of prisons or policing, but has grown increasingly integrated with those institutions. These changes and structures are responsible for the school-to-prison pipeline. They show that these shifts disregard the unique status of schools as spaces of moral growth and community oversight, and are incompatible with the developmental environment of education.  What we need, they argue, is an approach to discipline and punishment that fits with the sort of moral community that schools could and should be. 

Throughout the twentieth century, local control of school districts was one of the most contentious issues in American politics. As state and federal regulation attempted to standardize public schools, conservatives defended local prerogative as a bulwark of democratic values. Yet their commitment to those values was shifting and selective. In The Fight for Local Control, Campbell F. Scribner demonstrates how, in the decades after World War II, suburban communities appropriated legacies of rural education to assert their political autonomy and in the process radically changed educational law. Scribner's account unfolds on the metropolitan fringe, where rapid suburbanization overlapped with the consolidation of thousands of small rural schools. Rural residents initially clashed with their new neighbors, but by the 1960s the groups had rallied to resist government oversight. What began as residual opposition to school consolidation would transform into campaigns against race-based busing, unionized teachers, tax equalization, and secular curriculum. In case after case, suburban conservatives carved out new rights for local autonomy, stifling equal educational opportunity.Yet Scribner also provides insight into why many conservatives have since abandoned localism for policies that stress school choice and federal accountability. In the 1970s, as new battles arose over unions, textbooks, and taxes, districts on the rural-suburban fringe became the first to assert individual choice in the form of school vouchers, religious exemptions, and a marketplace model of education. At the same time, they began to embrace tax limitation and standardized testing, policies that checked educational bureaucracy but bypassed local school boards. The effect, Scribner concludes, has been to reinforce inequalities between districts while weakening participatory government within them, keeping the worst aspects of local control in place while forfeiting its virtues.