UK Secondary Schools Under Surveillance: What are the Implications for Race? A Critical Race and Butlerian Analysis

Chadderton, Charlotte

doi:10.1057/9781137415356_8

Cited by 12 publications

(12 citation statements)

References 27 publications

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“…What does this surveillance mean for bodies which are already over-scrutinised, or positioned as a threat? Did her study throw up different perspectives from females, from minority ethnic pupils, as others, including myself, have argued (Chadderton 2012(Chadderton , 2013Miah 2013)? Despite providing rare empirical data, in this book these different perspectives are not considered, and more questions are left open than answered.…”

Section: Book Reviewmentioning

confidence: 99%

“…As readers of this journal will be acutely aware, there has been much discussion devoted to new surveillance technologies and their impact in general. However, there has been perhaps surprisingly little attention devoted, neither by the media nor academics, to the use of surveillance technologies in schools, particularly not beyond the US (Hope 2009;McCahill and Finn 2010;Chadderton 2012), where the debate has been more widespread (Monahan and Torres 2010;Fuentes 2011). Emmeline Taylor is therefore one of just a few pioneers in this fledgling area of study.…”

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Review of Taylor's Surveillance Schools

Chadderton

2014

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Section: Book Reviewmentioning

confidence: 99%

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confidence: 99%

Review of Taylor's Surveillance Schools

Chadderton

2014

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“…In the US some schools have adopted electronic surveillance systems which link directly to local police departments (Lewis 2009), begging the questions why it is deemed necessary to base an officer in a school, and what their physical presence adds to the control and management of pupils. Chadderton (2012) argues that basing police officers on school campuses connects schools to the criminal justice system. Given the dearth of academic research on schools and the police in Britain, it is not known how this connection has affected the nature of schooling.…”

Section: Theorising the Presence Of Police In Schoolsmentioning

confidence: 99%

On the school beat: police officers based in English schools

Henshall

2017

British Journal of Sociology of Education

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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.

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“…Schools in the US have been compared to maximum security prisons (Hope 2009), with features including on-site police officers, mandatory drug testing, CCTV cameras even in toilets, metal detectors and biometric testing (Giroux 2011;Monahan and Torres 2010). Schools in the UK, whilst not (yet) so securitized as those in the US, have also already introduced many of these measures (see Chadderton 2012b). Schools in both the US and UK are criminalizing the young for relatively minor infractions which would previously have been dealt with by the headteacher, parents and governors (Giroux 2011).…”

Section: The Military-industrial-education Complexmentioning

confidence: 99%

The militarisation of English schools: Troops to Teaching and the implications for Initial Teacher Education and race equality

Chadderton

2013

Race Ethnicity and Education

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This article considers the implications of the Troops to Teaching (TtT) programme, to be introduced in England in autumn 2013, for Initial Teacher Education (ITE) and race equality. TtT will fast-track ex-armed service members to teach in schools, without necessarily the requirement of a university degree. Employing theories of white supremacy, and Althusser's (1971) concept of Ideological and Repressive State Apparatus, I argue that this initiative both stems from, and contributes to, a system of social privilege and oppression in education. Despite appearing to be aimed at all young people, the planned TtT initiative is actually aimed at poor and racially subordinated youth. This is likely to further entrench polarisation in a system which already provides two tier educational provision: TtT will be a programme for the inner-city disadvantaged, whilst wealthier, whiter schools will mostly continue to get highly qualified teachers. Moreover, TtT contributes to a wider devaluing of current ITE; ITE itself is rendered virtually irrelevant, as it seems TtT teachers will not be subject specialists, rather will be expected to provide military-style discipline, the skills for which they will be expected to bring with them. More sinister, I argue that TtT is part of the wider militarisation of education. This military-industrial-education complex seeks to contain and police young people who are marginalised along lines of race and class, and contributes to a wider move to increase ideological support for foreign wars -both aims ultimately in the service of neoliberal objectives which will feed social inequalities.

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UK Secondary Schools Under Surveillance: What are the Implications for Race? A Critical Race and Butlerian Analysis

Abstract: Abstract

Cited by 12 publications

References 27 publications

Review of Taylor's Surveillance Schools

Review of Taylor's Surveillance Schools

On the school beat: police officers based in English schools

The militarisation of English schools: Troops to Teaching and the implications for Initial Teacher Education and race equality

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