Sofia Johnson Frankenberg
- Published in print:
- 2012
- Published Online:
- May 2012
- ISBN:
- 9780199652501
- eISBN:
- 9780191739217
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199652501.003.0030
- Subject:
- Law, Family Law, Human Rights and Immigration
Most caregivers regard it as their responsibility to teach children to behave appropriately. What is appropriate behaviour and how to make children behave as they should varies according to the local ...
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Most caregivers regard it as their responsibility to teach children to behave appropriately. What is appropriate behaviour and how to make children behave as they should varies according to the local context. In Tanzania, although a signatory to the UN Convention on the Rights of the Child, corporal punishment is lawful in schools, in the penal system, in families, and in alternative care institutions. In a previous chapter, caregivers' conceptions of corporal punishment have been explored. This chapter takes point of departure in these findings and takes them a step further by investigating how they can be understood in the light of the caregiving relationship using the concepts zone of intimacy and ethics of care.Less
Most caregivers regard it as their responsibility to teach children to behave appropriately. What is appropriate behaviour and how to make children behave as they should varies according to the local context. In Tanzania, although a signatory to the UN Convention on the Rights of the Child, corporal punishment is lawful in schools, in the penal system, in families, and in alternative care institutions. In a previous chapter, caregivers' conceptions of corporal punishment have been explored. This chapter takes point of departure in these findings and takes them a step further by investigating how they can be understood in the light of the caregiving relationship using the concepts zone of intimacy and ethics of care.
Rebecca Krawiec
- Published in print:
- 2002
- Published Online:
- November 2003
- ISBN:
- 9780195129434
- eISBN:
- 9780199834396
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/0195129431.001.0001
- Subject:
- Religion, Religion in the Ancient World
Analyzes the evidence for the lives of women living in the White Monastery, located in upper Egypt, under its third abbot, Shenoute, who served from 385–464 c.e. Several of Shenoute's letters, which ...
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Analyzes the evidence for the lives of women living in the White Monastery, located in upper Egypt, under its third abbot, Shenoute, who served from 385–464 c.e. Several of Shenoute's letters, which were written in Coptic and survive in fragmentary form, address periods of conflict either between female monks or between the female community and Shenoute. As a result, they differ in genre from any other evidence of female monasticism in late antiquity and so present a unique corpus of material for investigation. A key issue pertains to Shenoute's efforts to establish his monastic authority over the women's community, which was physically separate from the men's, and the evidence for the women's acceptance and resistance to that expansion. I then argue that gender analysis reveals that Shenoute regarded his efforts as part of the creation of a universal monasticism, which had uniform requirements for male and female monks, including the controversial subject of corporal punishment. It simultaneously reveals, however, points of gender asymmetry, and so inequity, within monastic authority and practices, some promoted by Shenoute and some by the women themselves. Finally, Shenoute's use of the family as a model for the monastery helped him create kinship bonds among all monks, both those who had left their families and those who brought their relatives with them. Like gender, with which the family is intimately connected, this model also allows Shenoute to negotiate tensions and contradictions using egalitarian language while simultaneously constructing patriarchal authority.Less
Analyzes the evidence for the lives of women living in the White Monastery, located in upper Egypt, under its third abbot, Shenoute, who served from 385–464 c.e. Several of Shenoute's letters, which were written in Coptic and survive in fragmentary form, address periods of conflict either between female monks or between the female community and Shenoute. As a result, they differ in genre from any other evidence of female monasticism in late antiquity and so present a unique corpus of material for investigation. A key issue pertains to Shenoute's efforts to establish his monastic authority over the women's community, which was physically separate from the men's, and the evidence for the women's acceptance and resistance to that expansion. I then argue that gender analysis reveals that Shenoute regarded his efforts as part of the creation of a universal monasticism, which had uniform requirements for male and female monks, including the controversial subject of corporal punishment. It simultaneously reveals, however, points of gender asymmetry, and so inequity, within monastic authority and practices, some promoted by Shenoute and some by the women themselves. Finally, Shenoute's use of the family as a model for the monastery helped him create kinship bonds among all monks, both those who had left their families and those who brought their relatives with them. Like gender, with which the family is intimately connected, this model also allows Shenoute to negotiate tensions and contradictions using egalitarian language while simultaneously constructing patriarchal authority.
Rebecca Krawiec
- Published in print:
- 2002
- Published Online:
- November 2003
- ISBN:
- 9780195129434
- eISBN:
- 9780199834396
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/0195129431.003.0006
- Subject:
- Religion, Religion in the Ancient World
Shenoute's goal for the monastery, including the female community, was to create one monastic experience for all monks “whether male or female.” His emphasis on uniformity was meant to preclude ...
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Shenoute's goal for the monastery, including the female community, was to create one monastic experience for all monks “whether male or female.” His emphasis on uniformity was meant to preclude difference, especially gender difference, even as his language continually reinscribed the categories of “male” and “female.” Three areas – corporal punishment, fasting, and teaching – show evidence of change within the female community as a result of Shenoute's insistence on uniform monastic practices. Yet, Shenoute also, perhaps unwittingly, created an asymmetrical monastic hierarchy where all monks were subordinate to Shenoute, but the female monks were also under the authority of male envoys (with the same monastic rank as the female leaders) who served as proxies for Shenoute. Gender also served as a structural basis of the community: both a physical boundary, evident in the women's seclusion and the prohibition on visits between male and female monks, including relatives, and a cultural boundary, reinforced by Shenoute's alignment of the women with susceptibility to the Devil, separated, and so created difference between the male and female communities.Less
Shenoute's goal for the monastery, including the female community, was to create one monastic experience for all monks “whether male or female.” His emphasis on uniformity was meant to preclude difference, especially gender difference, even as his language continually reinscribed the categories of “male” and “female.” Three areas – corporal punishment, fasting, and teaching – show evidence of change within the female community as a result of Shenoute's insistence on uniform monastic practices. Yet, Shenoute also, perhaps unwittingly, created an asymmetrical monastic hierarchy where all monks were subordinate to Shenoute, but the female monks were also under the authority of male envoys (with the same monastic rank as the female leaders) who served as proxies for Shenoute. Gender also served as a structural basis of the community: both a physical boundary, evident in the women's seclusion and the prohibition on visits between male and female monks, including relatives, and a cultural boundary, reinforced by Shenoute's alignment of the women with susceptibility to the Devil, separated, and so created difference between the male and female communities.
David R. Dupper
- Published in print:
- 2010
- Published Online:
- May 2010
- ISBN:
- 9780195378078
- eISBN:
- 9780199777426
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195378078.001.0001
- Subject:
- Social Work, Children and Families
Mounting evidence shows that zero-tolerance policies, suspensions, and restrictive security policies fail to improve school safety and student behaviors, and are linked with increased risk of ...
More
Mounting evidence shows that zero-tolerance policies, suspensions, and restrictive security policies fail to improve school safety and student behaviors, and are linked with increased risk of dropping out. Minority students are suspended at disproportionate rates, and over a million cases of corporal punishment are reported each year. Against this dismal backdrop, David Dupper presents a transformative new model of school discipline that is preventive, proactive, and relationship-based. Unlike traditional punitive and exclusionary practices, the model developed in this Workshop volume focuses on enhancing students' connection to school through building relationships and bolstering social skills. Drawing on the latest research about what works, and what doesn’t, this highly practical guide catalogs an array of proven and promising practices designed to engage, instead of exclude, students. Rather than illustrate a one-size-fits-all approach, it guides practitioners and administrators in identifying their school's unique needs and selecting appropriate strategies for use at the universal, targeted, and remedial levels. A five-step strategic planning model helps schools transition toward a holistic, relationship-based approach to discipline. Boxes, evidence summaries, and practice tips make this an accessible, forward-thinking resource for school personnel seeking to engage students and reduce behavior problems in the most effective, pragmatic, and cost-efficient manner possible.Less
Mounting evidence shows that zero-tolerance policies, suspensions, and restrictive security policies fail to improve school safety and student behaviors, and are linked with increased risk of dropping out. Minority students are suspended at disproportionate rates, and over a million cases of corporal punishment are reported each year. Against this dismal backdrop, David Dupper presents a transformative new model of school discipline that is preventive, proactive, and relationship-based. Unlike traditional punitive and exclusionary practices, the model developed in this Workshop volume focuses on enhancing students' connection to school through building relationships and bolstering social skills. Drawing on the latest research about what works, and what doesn’t, this highly practical guide catalogs an array of proven and promising practices designed to engage, instead of exclude, students. Rather than illustrate a one-size-fits-all approach, it guides practitioners and administrators in identifying their school's unique needs and selecting appropriate strategies for use at the universal, targeted, and remedial levels. A five-step strategic planning model helps schools transition toward a holistic, relationship-based approach to discipline. Boxes, evidence summaries, and practice tips make this an accessible, forward-thinking resource for school personnel seeking to engage students and reduce behavior problems in the most effective, pragmatic, and cost-efficient manner possible.
Nigel Rodley and Matt Pollard
- Published in print:
- 2011
- Published Online:
- April 2015
- ISBN:
- 9780199693566
- eISBN:
- 9780191807503
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:osobl/9780199693566.003.0011
- Subject:
- Law, Human Rights and Immigration
This chapter briefly assesses the geographical scope of the practice of corporal punishment and investigates reports of the rare occasions upon which it has been considered by the General Assembly ...
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This chapter briefly assesses the geographical scope of the practice of corporal punishment and investigates reports of the rare occasions upon which it has been considered by the General Assembly and other UN bodies. It compares the Third and Fourth Geneva Conventions' prohibition of corporal punishment and takes on the question whether the infliction of corporal punishment would entail a grave breach of the Conventions within their respective meaning. In the environment of international human rights law, the chapter studies the UN Standard Minimum Rules for the Treatment of Prisoners definition of corporate punishment. Furthermore, it analyses the Tyrer v. United Kingdom case brought before the European Commission of Human Rights to test the compatibility of jurisdiction under the European Convention on Human Rights.Less
This chapter briefly assesses the geographical scope of the practice of corporal punishment and investigates reports of the rare occasions upon which it has been considered by the General Assembly and other UN bodies. It compares the Third and Fourth Geneva Conventions' prohibition of corporal punishment and takes on the question whether the infliction of corporal punishment would entail a grave breach of the Conventions within their respective meaning. In the environment of international human rights law, the chapter studies the UN Standard Minimum Rules for the Treatment of Prisoners definition of corporate punishment. Furthermore, it analyses the Tyrer v. United Kingdom case brought before the European Commission of Human Rights to test the compatibility of jurisdiction under the European Convention on Human Rights.
Moira Maguire
- Published in print:
- 2010
- Published Online:
- July 2012
- ISBN:
- 9780719080814
- eISBN:
- 9781781702604
- Item type:
- chapter
- Publisher:
- Manchester University Press
- DOI:
- 10.7228/manchester/9780719080814.003.0006
- Subject:
- History, Social History
This chapter investigates the physical and sexual violence to which children were subjected in twentieth-century Ireland. The Irish Society for the Prevention of Cruelty to Children (ISPCC), in spite ...
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This chapter investigates the physical and sexual violence to which children were subjected in twentieth-century Ireland. The Irish Society for the Prevention of Cruelty to Children (ISPCC), in spite of its founding mission to protect children from ‘cruelty,’ rarely dealt with explicit cases of cruelty, abuse, or assault in the course of their daily rounds. The use of corporal punishment in national schools is then discussed. Children were subject to a significant degree of sexual violence in twentieth-century Ireland. Sentencing and conviction patterns show that sexual crimes against children were not treated as serious, and no one recognized the potentially harmful long-term effects of sexual abuse on children. Irish society at all levels tolerated a degree of violence against children that was striking in its regularity and routineness.Less
This chapter investigates the physical and sexual violence to which children were subjected in twentieth-century Ireland. The Irish Society for the Prevention of Cruelty to Children (ISPCC), in spite of its founding mission to protect children from ‘cruelty,’ rarely dealt with explicit cases of cruelty, abuse, or assault in the course of their daily rounds. The use of corporal punishment in national schools is then discussed. Children were subject to a significant degree of sexual violence in twentieth-century Ireland. Sentencing and conviction patterns show that sexual crimes against children were not treated as serious, and no one recognized the potentially harmful long-term effects of sexual abuse on children. Irish society at all levels tolerated a degree of violence against children that was striking in its regularity and routineness.
Murray A. Straus and Michael Donnelly
- Published in print:
- 2005
- Published Online:
- October 2013
- ISBN:
- 9780300085471
- eISBN:
- 9780300133806
- Item type:
- chapter
- Publisher:
- Yale University Press
- DOI:
- 10.12987/yale/9780300085471.003.0001
- Subject:
- Law, Family Law
The goal of this book is to stimulate further research by psychologists, sociologists, and other social scientists concerned with child development and parent behavior. Given the recent and growing ...
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The goal of this book is to stimulate further research by psychologists, sociologists, and other social scientists concerned with child development and parent behavior. Given the recent and growing concern with corporal punishment, the book appears at an opportune moment, when it might be the catalyst for more systematic and coherent research. Chapters define corporal punishment from the perspective of a particular theory, identify those aspects of corporal punishment that the theory is most adequate to explain, and relate the theory at hand to other theories. Many of the chapters also review empirical research on corporal punishment informed by the given theories, explore methodological issues, and suggest avenues for further research.Less
The goal of this book is to stimulate further research by psychologists, sociologists, and other social scientists concerned with child development and parent behavior. Given the recent and growing concern with corporal punishment, the book appears at an opportune moment, when it might be the catalyst for more systematic and coherent research. Chapters define corporal punishment from the perspective of a particular theory, identify those aspects of corporal punishment that the theory is most adequate to explain, and relate the theory at hand to other theories. Many of the chapters also review empirical research on corporal punishment informed by the given theories, explore methodological issues, and suggest avenues for further research.
Kathleen Marshall
- Published in print:
- 2010
- Published Online:
- September 2015
- ISBN:
- 9781845860677
- eISBN:
- 9781474406260
- Item type:
- chapter
- Publisher:
- Edinburgh University Press
- DOI:
- 10.3366/edinburgh/9781845860677.003.0010
- Subject:
- Law, Legal History
This chapter explores the Campbell and Cosans case involving Jane Cosans, mother of the fifteen-year-old Jeffrey Cosans, and Grace Campbell, mother of the six-year-old Gordon Campbell. Both women ...
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This chapter explores the Campbell and Cosans case involving Jane Cosans, mother of the fifteen-year-old Jeffrey Cosans, and Grace Campbell, mother of the six-year-old Gordon Campbell. Both women protested the use of corporal punishment as a disciplinary measure in their children's schools. The mothers lodged the case before the European Commission for Human Rights (ECHR), claiming that corporal punishment was both degrading and inhumane, and thus a violation of Article 3 of ECHR's Protocol 1. As a defence, the state schools, through the UK government, argued that the Scotland's domestic law and the 1968 Code of Practice provided adequate safeguards against such punishment. The ECHR rejected the claim of the mothers. The mothers then appealed the case before the European Court of Human Rights, yet it was subsequently dismissed.Less
This chapter explores the Campbell and Cosans case involving Jane Cosans, mother of the fifteen-year-old Jeffrey Cosans, and Grace Campbell, mother of the six-year-old Gordon Campbell. Both women protested the use of corporal punishment as a disciplinary measure in their children's schools. The mothers lodged the case before the European Commission for Human Rights (ECHR), claiming that corporal punishment was both degrading and inhumane, and thus a violation of Article 3 of ECHR's Protocol 1. As a defence, the state schools, through the UK government, argued that the Scotland's domestic law and the 1968 Code of Practice provided adequate safeguards against such punishment. The ECHR rejected the claim of the mothers. The mothers then appealed the case before the European Court of Human Rights, yet it was subsequently dismissed.
Paul Millar
- Published in print:
- 2009
- Published Online:
- May 2009
- ISBN:
- 9780195310313
- eISBN:
- 9780199871384
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195310313.003.0006
- Subject:
- Psychology, Social Psychology
This chapter addresses two major issues. First, it reviews several theoretical accounts of the development of aggression in children. While some theories suggest that aggressive behavior is learned, ...
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This chapter addresses two major issues. First, it reviews several theoretical accounts of the development of aggression in children. While some theories suggest that aggressive behavior is learned, others suggest that it is innate, and that children must be socialized to be nonviolent. Second, family of origin parameters are thought to be important in the process of socialization, in particular for the development of self-control. Using data from Canada's National Longitudinal Survey of Children and Youth (NLSCY), it investigates the direct and indirect effects of a variety of family factors on childhood aggression. In particular, the chapter finds that corporal punishment and yelling are strongly associated with both aggression and property offences. The nuances of relationships among family factors such as income and parent education, parenting factors such as corporal punishment, yelling, consistency and supervision, and aggressive outcomes are explored in detail.Less
This chapter addresses two major issues. First, it reviews several theoretical accounts of the development of aggression in children. While some theories suggest that aggressive behavior is learned, others suggest that it is innate, and that children must be socialized to be nonviolent. Second, family of origin parameters are thought to be important in the process of socialization, in particular for the development of self-control. Using data from Canada's National Longitudinal Survey of Children and Youth (NLSCY), it investigates the direct and indirect effects of a variety of family factors on childhood aggression. In particular, the chapter finds that corporal punishment and yelling are strongly associated with both aggression and property offences. The nuances of relationships among family factors such as income and parent education, parenting factors such as corporal punishment, yelling, consistency and supervision, and aggressive outcomes are explored in detail.
David R. Dupper
- Published in print:
- 2010
- Published Online:
- May 2010
- ISBN:
- 9780195378078
- eISBN:
- 9780199777426
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195378078.003.0001
- Subject:
- Social Work, Children and Families
This chapter discusses a number of issues surrounding the most widely implemented school disciplinary practices in U.S. public schools today out-of-school suspension and expulsion. It discusses the ...
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This chapter discusses a number of issues surrounding the most widely implemented school disciplinary practices in U.S. public schools today out-of-school suspension and expulsion. It discusses the current prevalence of suspensions, the effectiveness of suspensions, and health and social problems that have been shown to be associated with suspensions. It also examines what is known about the reasons why students are suspended from school and raises a number of questions and concerns about the way in which certain categories of offenses are defined and reported. It discusses issues surrounding the disproportionate rates of suspensions for African-American and Hispanic students and concludes with a brief discussion of the prevalence and outcomes associated with the use of corporal punishment in those states where it remains legal.Less
This chapter discusses a number of issues surrounding the most widely implemented school disciplinary practices in U.S. public schools today out-of-school suspension and expulsion. It discusses the current prevalence of suspensions, the effectiveness of suspensions, and health and social problems that have been shown to be associated with suspensions. It also examines what is known about the reasons why students are suspended from school and raises a number of questions and concerns about the way in which certain categories of offenses are defined and reported. It discusses issues surrounding the disproportionate rates of suspensions for African-American and Hispanic students and concludes with a brief discussion of the prevalence and outcomes associated with the use of corporal punishment in those states where it remains legal.
