[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-602331-105":59,"doc-detail-602331-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","students-as-risk-objects-willful-white-ignorance","Students as Risk Objects - Willful White Ignorance","","Activists in K-12 educational settings challenge how the criminal legal system reaches schools through pervasive use of school resource officers (SROs). Community organizations, student leaders, and teachers contest how SROs perpetuate systemic racism and structural injustice, emphasizing carceral dimensions in school discipline. Yet policy makers often prioritize a safety narrative that overrides harms from policing. Using epistemic injustice, the paper analyzes how willful White ignorance sustains structural racism in the school policing debate.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/students-as-risk-objects-willful-white-ignorance/602331/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/students-as-risk-objects-willful-white-ignorance/602331.png","ImageObject",300,407,{"name":92,"@type":93},"dawugda","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What role do school resource officers (SROs) play in the school context?","Question",{"text":112,"@type":113},"SROs extend the criminal legal system into K-12 schools. Their presence is challenged for reinforcing carceral and disciplinary dynamics in education.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why do administrators and policy makers often emphasize a safety narrative?",{"text":117,"@type":113},"They frequently invoke a safety narrative that is treated as overriding concerns about harms created by policing in educational settings.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the paper use epistemic injustice to explain the debate?",{"text":121,"@type":113},"It examines how willful White ignorance supports the continuation of structural racism within the school policing debate. It introduces frameworks, including the universal safety narrative (USN), to show how key historical and research concerns are neglected.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},602331,1792188723,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},3985747870947,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","| education policy analysis archives\u003Cbr>A peer-reviewed, independent, open access, multilingual journal | |\n| --- | --- |\n| Arizona State University |  |\n| Volume 33 Number 70 November 4 , 2025 ISSN 1068-2341 |  |\n\nStudents as Risk Objects: Willful White Ignorance in the  \nSchool Policing Debate  \nMartha Perez-Mugg  \nUniversity of Illinois, Urbana-Champaign  \nUnited States  \n&  \nRebecca M. Taylor  \nUniversity of Illinois, Urbana-Champaign  \nUnited States  \nCitation: Perez-Mugg, M., & Taylor, R. M. (2025) . Students as risk objects: Willful White ignorance in the school policing debate. Education Policy Analysis Archives, 33(70) .  \n[https://doi.org/10.14507/epaa.33.8588](https://doi.org/10.14507/epaa.33.8588)  \nAbstract: Activists in K-12 educational settings have challenged the reach of the criminal legal system into school contexts through the pervasive use of school resource officers (SROs) . Community organizations, student leaders, and teachers (among others) have challenged the ways in which SROs perpetuate systemic racism and structural injustice in schools, highlighting the carceral dimensions present in school disciplinary policies. However, within this debate administrators and policy makers often invoke a safety narrative which must override concerns about the harms produced by use of police in educational contexts. In this paper we apply the lens of epistemic injustice to the school safety debate, examining the ways in which willful White ignorance plays a role in the continuation of structural racism in the school policing debate. We introduce two alternative conceptual frameworks for understanding school policing—the universal safety narrative (USN) and the institutional protection and societal stability framework—to illuminate the ways discourse around school safety neglects the historical legacy of school policing, research on the  \nefficacy of SROs, and overarching concerns around how carcerality undergirds school disciplinary systems. We argue that willful White ignorance plays an important role in maintaining the epistemic conditions that both create and sustain the USN.  \nKeywords: school resource officers; safety; epistemic injustice; willful White ignorance  \nLos estudiantes como objetos de riesgo: La ignorancia blanca deliberada en el debate sobre la presencia policial en las escuelas  \nResumen: Activistas en entornos educativos de K-12 han cuestionado la expansión del sistema penal dentro del contexto escolar mediante el uso generalizado de oficiales de recursos escolares (school resource officers [SROs]) . Organizaciones comunitarias, líderes estudiantiles ydocentes (entre otros) han denunciado las maneras en que los SROs perpetúan el racismosistémico y la injusticia estructural en las escuelas, destacando las dimensiones carcelarias presentes en las políticas disciplinarias escolares. Sin embargo, dentro de este debate, los administradores y responsables de políticas suelen invocar una narrativa de seguridad que debe prevalecer sobre las preocupaciones respecto a los daños producidos por el uso de la policía en contextos educativos. En este artículo aplicamos la lente de la injusticia epistémica al debate sobre la seguridad escolar, analizando las formas en que la ignorancia blanca deliberada desempeña un papel en la continuación del racismo estructural dentro de este debate. Introducimos dos marcos conceptuales alternativos para comprender la vigilancia policialescolar—la narrativa universal de seguridad (NUS) y el marco de protección institucional yestabilidad social—con el fin de ilustrar cómo el discurso sobre la seguridad escolar pasa por alto el legado histórico de la vigilancia policial en las escuelas, la investigación sobre la eficacia de los SROs y las preocupaciones más amplias sobre cómo la lógica carcelaria sustenta los sistemas disciplinarios escolares. Sostenemos que la ignorancia blanca deliberada desempeña un papel importante en el mantenimiento de las condiciones epistémicas que crea","cbCaivi7rvKfMseh","https://ap.wps.com/l/cbCaivi7rvKfMseh","pdf",400270,23,"English","# Abstract\n## School policing debate\n## Epistemic injustice framework\n## Universal safety narrative (USN)\n## Institutional protection and societal stability framework\n## Argument and implications","[{\"question\":\"What role do school resource officers (SROs) play in the school context?\",\"answer\":\"SROs extend the criminal legal system into K-12 schools. Their presence is challenged for reinforcing carceral and disciplinary dynamics in education.\"},{\"question\":\"Why do administrators and policy makers often emphasize a safety narrative?\",\"answer\":\"They frequently invoke a safety narrative that is treated as overriding concerns about harms created by policing in educational settings.\"},{\"question\":\"How does the paper use epistemic injustice to explain the debate?\",\"answer\":\"It examines how willful White ignorance supports the continuation of structural racism within the school policing debate. It introduces frameworks, including the universal safety narrative (USN), to show how key historical and research concerns are neglected.\"}]","Students as Risk Objects - Willful White Ignorance | PDF",1792094489,58]