On the school beat: police officers based in English schools

Abstract

Concerns about youth violence and the radicalisation of pupils have contributed to the deployment of onsite police officers in schools in England. Little is known about the work these officers do. This article firstly outlines the policy background that led to police in schools, then with a focus on the schools in London that have onsite officers, data obtained from a Freedom of Information request are combined with school characteristics data to show that officers are more likely to be based in schools with high levels of pupils from disadvantaged backgrounds. Foucault's work on surveillance is explored in theorising police presence on school sites. The relevance of Agamben's State of Exception is examined in relation to the school-to-prison pipeline in the US.

The policy and policing of language in schools

“…Reports suggest that around 5,000 UK schools have their own dedicated police officer, deployed to 'intervene when children step out of line … and patrol the school grounds' (Paton 2009). The rise in police in schools, a direct consequence of policy initiatives such as the Safer School Partnerships (Department for Children, Schools, and Families 2009) has been linked to a wider shift towards discipline, surveillance, and control throughout society in general (see Henshall 2018). Related to this is the reference that many of the language policies make to a 'zero-tolerance' approach to nonstandardised language, such as by Kyle, who suggested such an approach 'set the boundaries in terms of how [children] are allowed to speak really nice and clear'.…”

Austerity-driven policification: Neoliberalisation, schools and the police in Britain

“…Police tried to use liaison officers to establish relations with Black communities and to ‘mediate [their] opposition and distrust’ of the police that many Black Britons had experienced as the ‘enforcement arm of the white establishment’ (Roach, 1978, p. 18). With the uprisings of the early 1980s and the associated panics about (Black) youth crime and violence, governments were interested in formalising the different forces’ approaches to school policing (Henshall, 2018, p. 594). Over time reports and strategies such as the 1983 Police Liaison with the Education Service report (Department of Education and Science, 1983) achieved this and defined the objectives of police liaison with schools.…”

“…Over time reports and strategies such as the 1983 Police Liaison with the Education Service report (Department of Education and Science, 1983) achieved this and defined the objectives of police liaison with schools. Next to crime prevention and guidance on how young people could protect themselves from danger, these objectives included for young people to understand the role of police and the criminal justice system and, as its first-listed objective, to help ‘young people to understand and accept principles of good citizenship and social responsibility’ (Henshall, 2018, p. 594). Police had the task to instil fundamental societal values into pupils.…”

A delinquência juvenil em perspectiva comparada: uma análise bibliométrica dos estudos nas Ciências Sociais (2008-2018)

“…Em sua grande maioria, são também instituições de ensino superior, com exceção da França, onde se encontra em maior número entidades de pesquisa não associadas a universidades. Williams et al, 2013; Newburn, 2018; King, 2013;Levi, 2008;Body-Gendrot, 2013;Cooke & Sturges, 2009;Jennings et al, 2017;Hart, 2009;Béal, Charvolin, & Journel, 2011;Henshall, 2018;Coomber, Moyle, Mahoney, 2019;Fletcher, Bonell, Rhodes, 2009;Fisher & Fisher, 2009;Procter et al, 2013;Waddington, et al, 2009;Parmar, 2011;Medina Ariza, 2014;Griffiths, 2017;Bailey, 2013;Faas, 2008 França se aplica o modelo assimilacionista, que parte do princípio que as populações de origem imigrante, para se integrar a sociedade francesa, devem se "dissolver" na população e assim progressivamente "esconder" tais particularidades culturais, étnicas e religiosas em nome de um republicanismo universalista. Salienta-se que nesses dois países, assim como em outros países da Europa ocidental, a migração de populações das ex-colônias foi requisitada e incentivada por políticas públicas de Estado para auxiliar na reconstrução pós-Segunda Guerra Mundial.…”