Within educational research, the over-disciplining of Black and Indigenous students is most often presented as a problem located within pathologized or misunderstood communities. That is, theories and proposed solutions tend toward those that ask how we can make students of color from particular backgrounds more suited to US educational standards rather than questioning the racist roots of those standards. Tender Violence in US Schools takes as a provocation this "discipline gap," in exploring a thus far unconsidered stance and asking how white women (the majority of US teachers) have historically understood their roles in the disciplining of Black and Indigenous students, and how and why their role has been constructed over time and space in service to institutions of the white settler colonial state.

chapter |15 pages


chapter 1|16 pages

(En)Gendering Whiteness

Toward a Theory of Benevolent Whiteness

chapter 2|20 pages

Woman on a Mission

Lucy Goodale Thurston

chapter 3|18 pages

The Invasion of Light and Love

Laura Matilda Towne

chapter 4|19 pages

Sister to the Sioux

Elaine Goodale Eastman

chapter 5|13 pages

A Woman's Work Is Never Done

Benevolent Whiteness in “Post-Racial” America