Panoptic Surveillance and the School-to-Prison Pipeline in Dominique Morisseau’s Pipeline

Dominique Morisseau’s Pipeline critically examines the structural and institutional mechanisms that perpetuate racial discrimination within the American educational system, particularly through the lens of Foucault’s concept of the panopticon. The play underscores the pervasive surveillance and disciplinary practices that disproportionately funnel marginalized students, especially Black students, into the criminal justice system. Morisseau highlights the experiences of Omari, a Black student in a predominantly White private school, and his mother, Nya, a public-school teacher, to illustrate the devastating impact of zero-tolerance policies, systemic racism, and internalized surveillance.

The concept of the panopticon, as articulated by Foucault, is central to understanding the mechanisms of power that operate within schools. It fosters a system of discipline in which individuals internalize the gaze of an unseen authority, thereby regulating their own behavior. In Pipeline, Omari exists under constant scrutiny, both externally by school authorities and internally through the pressures imposed by his racial identity. His outburst against his teacher is not merely an act of defiance but rather a reaction to the suffocating surveillance that renders Black students hyper-visible and perpetually suspect. The educational system, instead of fostering growth, acts as a repressive institution that criminalizes students based on racial bias.

Zero-tolerance policies exacerbate this dynamic by removing students from educational settings and increasing their likelihood of entanglement with the juvenile justice system. These policies disproportionately affect Black students, who are more likely to be suspended, expelled, or arrested for minor infractions. Rather than addressing the structural inequalities that lead to behavioral issues, schools reinforce the notion of Black students as inherently disruptive, justifying their exclusion. Morisseau’s portrayal of Omari’s struggle reflects a broader social reality in which Black youth are systematically deprived of educational opportunities and pushed towards incarceration.

Furthermore, Pipeline reveals how institutional racism operates not only through explicit policies but also through the internalized beliefs of those within the system. Omari’s parents, particularly his mother, unknowingly enforce the very disciplinary structures that seek to control him. This reflects the Foucauldian notion that power is not only exerted by external authorities but also internalized by individuals, perpetuating cycles of surveillance and control. Morisseau thus critiques how systemic racism manipulates both institutions and individuals, leading to the reproduction of racial oppression across generations.

Ultimately, Pipeline exposes the failure of the American education system to support marginalized students, instead positioning them within a trajectory of criminalization. The panoptic gaze not only disciplines Black students into submission but also restricts their potential, reinforcing the deeply entrenched structures of racial inequality. Morisseau’s play is a powerful indictment of a system that, rather than educating and empowering, polices and punishes, ensuring that the school-to-prison pipeline remains an enduring reality for Black youth.