Kathleen Nolan
- Published in print:
- 2011
- Published Online:
- August 2015
- ISBN:
- 9780816675524
- eISBN:
- 9781452947532
- Item type:
- book
- Publisher:
- University of Minnesota Press
- DOI:
- 10.5749/minnesota/9780816675524.001.0001
- Subject:
- Education, Educational Policy and Politics
As zero-tolerance discipline policies have been instituted at high schools across the country, police officers are employed with increasing frequency to enforce behavior codes and maintain order, ...
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As zero-tolerance discipline policies have been instituted at high schools across the country, police officers are employed with increasing frequency to enforce behavior codes and maintain order, primarily at poorly performing, racially segregated urban schools. Actions that may once have sent students to the detention hall or resulted in their suspension may now introduce them to the criminal justice system. This book explores the impact of policing and punitive disciplinary policies on the students and their educational experience. Through in-depth interviews with and observations of students, teachers, administrators, and police officers, this book offers an interesting account of daily life at a Bronx high school where police patrol the hallways and security and discipline fall under the jurisdiction of the NYPD. It documents how, as law enforcement officials initiate confrontations with students, small infractions often escalate into “police matters” that can lead to summonses to criminal court, arrest, and confinement in juvenile detention centers. The book follows students from the classroom and the cafeteria to the detention hall, the dean’s office, and the criminal court system, clarifying the increasingly intimate relations between the school and the criminal justice system. Placing this trend within the context of recent social and economic changes, as well as developments within criminal justice and urban school reform, it shows how this police presence has created a culture of control in which penal management overshadows educational innovation.Less
As zero-tolerance discipline policies have been instituted at high schools across the country, police officers are employed with increasing frequency to enforce behavior codes and maintain order, primarily at poorly performing, racially segregated urban schools. Actions that may once have sent students to the detention hall or resulted in their suspension may now introduce them to the criminal justice system. This book explores the impact of policing and punitive disciplinary policies on the students and their educational experience. Through in-depth interviews with and observations of students, teachers, administrators, and police officers, this book offers an interesting account of daily life at a Bronx high school where police patrol the hallways and security and discipline fall under the jurisdiction of the NYPD. It documents how, as law enforcement officials initiate confrontations with students, small infractions often escalate into “police matters” that can lead to summonses to criminal court, arrest, and confinement in juvenile detention centers. The book follows students from the classroom and the cafeteria to the detention hall, the dean’s office, and the criminal court system, clarifying the increasingly intimate relations between the school and the criminal justice system. Placing this trend within the context of recent social and economic changes, as well as developments within criminal justice and urban school reform, it shows how this police presence has created a culture of control in which penal management overshadows educational innovation.
Daniel LaChance
- Published in print:
- 2015
- Published Online:
- September 2016
- ISBN:
- 9781479861958
- eISBN:
- 9781479878680
- Item type:
- chapter
- Publisher:
- NYU Press
- DOI:
- 10.18574/nyu/9781479861958.003.0005
- Subject:
- Sociology, Law, Crime and Deviance
Daniel LaChance’s chapter takes up the question of how ideas about the rehabilitation of prisoners were represented in the popular imagination after the importance of rehabilitation declined in the ...
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Daniel LaChance’s chapter takes up the question of how ideas about the rehabilitation of prisoners were represented in the popular imagination after the importance of rehabilitation declined in the penal field. He looks, in particular, at three examples of popular culture’s representation of punishment from the 1990s, when punitive policies were reaching their apogee: the films The Shawshank Redemption and American History X and the television program Oz. In LaChance’s view, popular culture offers a critique not only of the racialization of punishment, but also of the mainstream search of autonomy. His analysis complicates the 1990s narrative of villainous criminals being tucked away for the safety of society. In the context of the neoliberal politics of the 1990s, LaChance concludes, popular culture critiqued a libertarian cultural fantasy that a democratic state could promote personal well-being while simultaneously diminishing its affirmative obligations to the health and welfare of its citizens.Less
Daniel LaChance’s chapter takes up the question of how ideas about the rehabilitation of prisoners were represented in the popular imagination after the importance of rehabilitation declined in the penal field. He looks, in particular, at three examples of popular culture’s representation of punishment from the 1990s, when punitive policies were reaching their apogee: the films The Shawshank Redemption and American History X and the television program Oz. In LaChance’s view, popular culture offers a critique not only of the racialization of punishment, but also of the mainstream search of autonomy. His analysis complicates the 1990s narrative of villainous criminals being tucked away for the safety of society. In the context of the neoliberal politics of the 1990s, LaChance concludes, popular culture critiqued a libertarian cultural fantasy that a democratic state could promote personal well-being while simultaneously diminishing its affirmative obligations to the health and welfare of its citizens.
Nicole L. Bracy
- Published in print:
- 2010
- Published Online:
- March 2016
- ISBN:
- 9780814748206
- eISBN:
- 9780814749203
- Item type:
- chapter
- Publisher:
- NYU Press
- DOI:
- 10.18574/nyu/9780814748206.003.0001
- Subject:
- Sociology, Education
This chapter discusses the changes in school discipline that have taken place recently, as well as competing explanations for these trends, focusing on recorded levels of school crime across the ...
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This chapter discusses the changes in school discipline that have taken place recently, as well as competing explanations for these trends, focusing on recorded levels of school crime across the United States, public fear of school crime, and perceptions of general failures in public education. Given that fears of crime have risen and punitive policies have grown without corresponding increases in actual crime, the most satisfying explanations for the new school discipline regime focus on postmodern insecurities and anxieties over crime, poverty, and school failure. The chapter presents prior evidence on the effects of this new discipline regime, and discusses sociological and philosophical work on the functions of mass education, which clarifies the ways that schools socialize students to learn their roles in society and raises questions about what life lessons students might take away from contemporary school discipline and security.Less
This chapter discusses the changes in school discipline that have taken place recently, as well as competing explanations for these trends, focusing on recorded levels of school crime across the United States, public fear of school crime, and perceptions of general failures in public education. Given that fears of crime have risen and punitive policies have grown without corresponding increases in actual crime, the most satisfying explanations for the new school discipline regime focus on postmodern insecurities and anxieties over crime, poverty, and school failure. The chapter presents prior evidence on the effects of this new discipline regime, and discusses sociological and philosophical work on the functions of mass education, which clarifies the ways that schools socialize students to learn their roles in society and raises questions about what life lessons students might take away from contemporary school discipline and security.
Tom R. Tyler and Rick Trinkner
- Published in print:
- 2018
- Published Online:
- July 2017
- ISBN:
- 9780190644147
- eISBN:
- 9780190644178
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780190644147.003.0009
- Subject:
- Sociology, Law, Crime and Deviance, Social Psychology and Interaction
Chapter 9 discusses legal socialization within the juvenile justice system. Adolescence is a developmental period during which many young people have contact with legal authorities, primarily the ...
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Chapter 9 discusses legal socialization within the juvenile justice system. Adolescence is a developmental period during which many young people have contact with legal authorities, primarily the police. These contacts involve high levels of discretion for law enforcement, and studies show the manner in which that discretion is exercised has strong consequences for the subsequent orientations that adolescents have toward the law as well as their later law-related behavior. In particular, adolescents react to how fairly the authorities treat them. Juvenile justice is a particularly contentious area of policy with many punitive practices advocated in spite of evidence that they do not build legitimacy or reduce crime. On the other hand, experiencing justice is shown to promote legitimacy and lower offending.Less
Chapter 9 discusses legal socialization within the juvenile justice system. Adolescence is a developmental period during which many young people have contact with legal authorities, primarily the police. These contacts involve high levels of discretion for law enforcement, and studies show the manner in which that discretion is exercised has strong consequences for the subsequent orientations that adolescents have toward the law as well as their later law-related behavior. In particular, adolescents react to how fairly the authorities treat them. Juvenile justice is a particularly contentious area of policy with many punitive practices advocated in spite of evidence that they do not build legitimacy or reduce crime. On the other hand, experiencing justice is shown to promote legitimacy and lower offending.
