ERIC Number: ED171858
Record Type: RIE
Publication Date: 1977-Nov-3
Reference Count: 0
Corporal Punishment, Discipline and Cultural Differences and Expectations.
Jones, Johnny L.
Schools can no longer be responsible for only the cognitive domain of the child. They must also expand to include the affective domain. When it comes to the corporal punishment or discipline of a disruptive black child, the child's cultural history and history of alienation must be considered. And, because it is the teacher who controls rewards and punishments, attention must also be given to the student-teacher subsystem within a school. Although it can be argued that it is the responsibility of the total community, and the black community in particular, to develop disciplined behavior among its youth, schools must also develop the black child's sense of identity and his self-image. This can be accomplished by parental/community involvement in school systems. For black children, any kind of alternative to corporal punishment is desirable, but for these to work completely, the parents must recognize their responsibility. If the process of discipline has been established for the child by the time he enters school, then the role of the school with regard to discipline can be realistically interpreted, assumed and applied in its proper context. (Author/EB)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the National Urban League Conference on Black Families: A Source of National Strength (Chicago, Illinois, November 3, 1977)