Dangerous disciplines: Understanding pedagogies of punishment in the neoliberal states of America

Robbins, Christopher G.; Kovalchuk, Serhiy

doi:10.2478/v10159-012-0010-z

Cited by 10 publications

(10 citation statements)

References 28 publications

(17 reference statements)

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“…Los argumentos que defienden esta perspectiva señalan que es una ventaja dar tratamiento y refuerzo, en vez de castigos a los estudiantes en relación a sus conductas. A su vez, la estructura de focalización de los programas de este tipo tiene como resultado que los estudiantes más pobres y marginalizados suelen ser los sujetos de las intervenciones (Leiva et al, 2015;Robbins & Kovalchuk, 2012). Dicha situación plantea preguntas sobre si estos procedimientos corresponden a formas blandas de disciplinamiento (Robbins & Kovalchuk, 2012).…”

Section: Discussionunclassified

“…A su vez, la estructura de focalización de los programas de este tipo tiene como resultado que los estudiantes más pobres y marginalizados suelen ser los sujetos de las intervenciones (Leiva et al, 2015;Robbins & Kovalchuk, 2012). Dicha situación plantea preguntas sobre si estos procedimientos corresponden a formas blandas de disciplinamiento (Robbins & Kovalchuk, 2012). El supuesto a la base sería que, de no mediar un tratamiento conductual para los estudiantes y comunidades en riesgo social desde la edad escolar, en el mediano y largo plazo pueden configurarse como ciudadanos poco integrados al sistema social e incluso como posibles delincuentes.…”

Section: Discussionunclassified

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Políticas de convivencia escolar en América Latina: Cuatro perspectivas de comprensión y acción

Morales¹,

López

2019

EPAA

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Many Latin American countries have enacted policies related to convivencia escolar, where we can see different emphasis in its conceptualization. It is important to study the diversity of understandings and purposes of the policies, because there are different strategies and interventions that arise from them. In this study we analized the approaches of convivencia escolar, conducting a qualitative documentary analysis of educational policies of 18 countries of the region. The results describe four perspectives of comprehension and action for convivencia escolar: democratic, public security, infant-juvenile mental health, and managerial. Implications of each perspective for the management of convivencia escolar and for educational challenges of the region are discussed.

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Section: Discussionunclassified

Políticas de convivencia escolar en América Latina: Cuatro perspectivas de comprensión y acción

Morales¹,

López

2019

EPAA

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“…5-6). Recently, scholars in the area of school psychology have offered similar, supporting analyses of discipline regimes (Robbins & Kovalchuk, 2012) and self-regulated learning (Vassallo, 2015) in terms of how they are inspired by and in turn reinforce a questionable neoliberalism.…”

Section: Psychology and Neoliberalismmentioning

confidence: 95%

“…5–6). Recently, scholars in the area of school psychology have offered similar, supporting analyses of discipline regimes (Robbins & Kovalchuk, 2012) and self-regulated learning (Vassallo, 2015) in terms of how they are inspired by and in turn reinforce a questionable neoliberalism. Neoliberal thinking assumes that liberty and human well-being are furthered by becoming such a thoroughly “enterprising self” (Martin & McLellan, 2013, p. 112).…”

Section: Psychology and Neoliberalismmentioning

confidence: 98%

Overcoming neoliberalism.

Richardson¹,

Bishop²,

Garcia-Joslin³

2018

Journal of Theoretical and Philosophical Psychology

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Psychology may have to get seriously political as human aims in living and selfhood itself are increasingly influenced in a deleterious manner by the vicissitudes of living in a neoliberal political economy and 1-sided "enterprise culture" (Martin & McLellan, 2013;Sugarman, 2015). This article reviews recent writings of several social critics, including Jackson Lears (2015), Sebastion Junger (2015), Philip Blond (2010), and Christopher Lasch (1995), who richly flesh out the picture of this detrimental state of affairs. We note that many of these critics have little to say about credible alternatives to neoliberalism. The article then seeks to identify resources within theoretical and philosophical psychology, including hermeneutic philosophy and interpretive social science, for helping to overcome neoliberalism. They might help clarify and nurture a renewed democratic populism or engaged democratic politics and contribute to gaining what Lasch termed a much-needed "wisdom of limits" in today's society.

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“…This work blends literatures on classroom management, moral education, critical pedagogy, governmentality and the sociology of childhood to explore the creation of rules in schools, especially through the voices of students. Or, yet another set of practices/trends is the use of zero tolerance and wide-ranging behaviourial programs which have curriculum content that teach "power, control, and authority" (Robbins and Kovalchuk 2012). This highlights a (hidden) curriculum that are not subject to formal tests but nevertheless require mastery among the students.…”

Section: Punishment and Education: Criminal Justice Impacts On Other mentioning

confidence: 99%

Observing Youth Punishment in the Social Systems of Law and Education

Coady¹

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This dissertation explores youth punishment in Canada in the social systems of law and education. My research contributes to work in the sociologies of youth, punishment, education, and law, youth justice, and social systems theory. The present study is guided by a concern that there is a need for a meaningful account of youth punishment in social systems. It specifically focuses on three problems in the sociological study of youth punishment: a gloomy state of theorizing; the absence of a more frontally distinct analysis of youth punishment beyond the realm of exclusion; and the underdevelopment of inter-systemic and intra-systemic features of youth punishment. This study confronts these issues with an exploratory qualitative analysis of how punishment operates in the social systems of law and education. The questions guiding this work include: 1) how are youth punished in the systems of law and education, and 2) in the context of youth punishment in social systems, are the social systems of law and education linked, influenced or coupled, and if so, how?My project is different from other scholarship in the field as it relies on insights from Niklas Luhmann's contemporary social systems theory. This theory argues that social systems operate communicationally and the world is made up of functionally differentiated systems. This framework points me to study the legal and educational communications of punishment. This perspective foregrounds the inter-systemic and intra-systemic features of youth punishment in law and education. While many important contributions focus on the effects of punishment (exclusion, harshness, inequality…) and what (over)determines punishment (race, culture, morality, fears, politics…), my work addresses the absence of an empirical and theoretical understanding of youth punishment from the point of view of social systems.My research highlights the peculiarities of punishment in the social systems of law and education, and shows how punishment can connect social systems. I expose how there are distinctly educational and distinctly legal features of youth punishment. First, I present a suite of intra-systemic features of punishment in law. The peculiarities of youth punishment in law are captured with law's focus on offering protection, distinguishing fools from fiends, observing the character and associated consequences of youth behaviour, and pursuing accountability. Second, I show the peculiarities of youth punishment in education by documenting education's focus on the locality of behaviour, school climate, and progressive discipline. Finally, I analyse how education and law are able to influence each other, which means that law can productively make use of education and education can productively make use of law.My study provides the opportunity to be cognizant of the day-to-day workings of legal and educational punishment and the interactions between these two systems. This research shows that more attention could be paid to both the peculiarities of different social systems where pun...

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Dangerous disciplines: Understanding pedagogies of punishment in the neoliberal states of America

Cited by 10 publications

References 28 publications

Políticas de convivencia escolar en América Latina: Cuatro perspectivas de comprensión y acción

Políticas de convivencia escolar en América Latina: Cuatro perspectivas de comprensión y acción

Overcoming neoliberalism.

Observing Youth Punishment in the Social Systems of Law and Education

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