Slowly shifting out of neutral

2018 ◽  
Vol 17 (3) ◽  
pp. 257-276 ◽  
Author(s):  
Michelle M. Falter ◽  
Shea N. Kerkhoff
Keyword(s):  
Preservice Teachers ◽  
Young Adult ◽  
Critical Race Theory ◽  
Critical Literacy ◽  
English Language ◽  
Community Relations ◽  
Content Type ◽  
Ya Literature ◽  
Racial Injustice ◽  
Police Community Relations

Purpose The purpose of this paper is twofold: to explore how preservice teachers in a young adult literature course critically conceptualize discussions in school spaces about race and police/community relations; and to understand the constraints and affordances of using the young adult (YA) novel, All American Boys, as a critical literacy tool for discussing race and police/community relations. Design/methodology/approach This qualitative exploratory case study (Stake, 1995) investigated 24 pre-service teachers in two university YA literature courses as they read and discussed All American Boys. Thematic analysis consisted of open coding through the theoretical lenses of critical literacy and critical race theory. Findings Pre-service English language arts teachers largely thought that while race and police relations was important and the YA book was powerful, it was too political. Their fears about what might happen lead to privileging the role of neutrality as the desired goal for teachers when tackling difficult conversations about racial injustice in America. Although students made some shifts in terms of moving from neutral to more critical stances, three sub-themes of neutrality were predominant: a need for both sides of the story, the view that all beliefs are valid and the belief that we are all humans therefore all lives matter equally. Originality/value A search at the time of this study yielded few research tackling racial injustice and community/police relations through YA literature in the classroom. This study is important as stories of police brutality and racism are all too common and adolescents are too often the victims.

scholarly journals Surfacing the Assumptions: Pursuing Critical Literacy and Social Justice in Preservice Teacher Education

2012 ◽  
Vol 22 (1) ◽  
Author(s):  
Lorayne Robertson ◽  
Janette Hughes
Keyword(s):  
Preservice Teachers ◽  
Social Justice ◽  
Language Arts ◽  
Critical Literacy ◽  
English Language ◽  
Research Study ◽  
Literacy Skills ◽  
Transformative Pedagogy ◽  
Individual Interviews ◽  
Teaching For Social Justice

This paper outlines a four-year study of a preservice education course based on a socioconstructivist research framework. The preservice English Language Arts course focuses on critical literacy and teaching for social justice while employing digital technologies.The research study examines two concepts across all aspects of the course: 1) new literacies and multiliteracies; and 2) technology-supported transformative pedagogy for social and educational change. While the authors originally undertook the study to evaluate separate assignments of the course, the lens of the two themes has provided an opportunity for a scholarly review of their teaching practices. Research data include three course assignments over a 2-year period; an open-ended survey; and focus group and individual interviews with pre-service teachers. The authors discuss some of the affordances, challenges, and learnings associated with preparing teachers to teach critical literacy in a digital age. They also consider the development of critical literacy skills which encourage preservice teachers to bring their literacy histories and assumptions to the surface, examine them critically, and consider social justice alternatives.

VOICES: a theory-driven intervention for improving relationships between police and the public

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Shawn Hill ◽  
Howard Giles ◽  
Edward R. Maguire
Keyword(s):  
Intergroup Contact ◽  
Police Department ◽  
Preliminary Evidence ◽  
Community Relations ◽  
Causal Inferences ◽  
Content Type ◽  
The Public ◽  
Quasi Experimental ◽  
Police Community Relations ◽  
Survey Responses

PurposeThe purpose of this paper is to describe a theory-driven intervention called VOICES that was developed to improve police-community relations. The intervention was designed based on principles derived from social psychological theories of intergroup contact and communication.Design/methodology/approachThe authors discuss the theoretical basis for the intervention, as well as its development and implementation in the Santa Barbara Police Department. Based on this pilot testing, the authors provide preliminary evidence about its effectiveness using survey responses and qualitative feedback provided by participants.FindingsAlthough the case study method used here does not allow for causal inferences about the effectiveness of the intervention, the limited evidence the authors present does suggest that participants found VOICES useful and it may have improved their perceptions of police. The next step will be to test this intervention using experimental or quasi-experimental methods that allow for causal inferences about effectiveness.Originality/valueThe paper shows how police can develop theory-driven interventions in an effort to improve trust between police and the public, including communities in which relationships with police have been historically strained. It also underscores how insights from the study of intergroup contact and communication can benefit policing.

scholarly journals Artists as catalysts: the ethical and political possibilities of teaching artists in literacy classrooms

2020 ◽  
Vol 19 (4) ◽  
pp. 447-462
Author(s):  
Anne Crampton ◽  
Cynthia Lewis
Keyword(s):  
Critical Literacy ◽  
English Language ◽  
Meaning Making ◽  
Human Subjects ◽  
Literacy Learning ◽  
Teaching Artists ◽  
Content Type ◽  
Critical Scholarship ◽  
English Classroom ◽  
Language Arts Classrooms

Purpose This study aims to discuss the ethical and political possibilities offered by the presence of teaching artists (TAs) and visual artwork in racially and culturally diverse high school literacy (English Language Arts) classrooms. Design/methodology/approach This study explores episodes from two separate ethnographic studies that were conducted in one teacher’s critical literacy classroom across a span of several years. This study uses a transliteracies approach (Stornaiulo et al., 2017) to think about “meaning-making at the intersection of human subjects and materials” (Kontovourki et al., 2019); the study also draws on critical scholarship on art and making (Ngo et al., 2017; Vossoughi et al., 2016). The TA, along with the materials and processes of artmaking, decentered the teacher and literacy itself, inviting in new social realities. Findings TAs’ collective interpretation of existing artwork and construction of new works made visible how both human and nonhuman bodies co-produced “new ways of feeling and being with others” (Zembylas, 2017, p. 402). This study views these artists as catalysts capable of provoking, or productively disrupting, the everyday practices of classrooms. Social implications Both studies demonstrated new ways of feeling, being and thinking about difference, bringing to the forefront momentary possibilities and impossibilities of complex human and nonhuman intra-actions. The provocations flowing from the visual artwork and the dialogue swirling around the work presented opportunities for emergent and unexpected experiences of literacy learning. Originality/value This work is valuable in exploring the boundaries of literacy learning with the serious inclusion of visual art in an English classroom. When the TAs guided both interpretation and production of artwork, they affected and were affected by the becoming happening in the classroom. This study suggests how teaching bodies, students and artwork pushed the transformative potential of everyday school settings.

Community perceptions: procedural justice, legitimacy and body-worn cameras

2020 ◽  
Vol 43 (3) ◽  
pp. 495-509
Author(s):  
Paige S. Thompson ◽  
Bryce E. Peterson ◽  
Daniel S. Lawrence
Keyword(s):  
Procedural Justice ◽  
Online Survey ◽  
Police Department ◽  
Community Member ◽  
Community Relations ◽  
Future Research ◽  
Community Members ◽  
Content Type ◽  
Milwaukee Police Department ◽  
Police Community Relations

PurposeThis paper explores community members' perceptions of the Milwaukee Police Department (MPD)'s body-worn camera (BWC) program, examining knowledge and support of the program and its impact on views of procedural justice and legitimacy.Design/methodology/approachA two-wave, online survey was administered to Milwaukee-area residents in the fall of 2017 and summer of 2018, yielding 1,527 respondents. Multivariate regression analyses focus on overall relationships between sociodemographic characteristics, community member knowledge of the program, procedural justice and legitimacy and support for BWCs.FindingsCommunity members are supportive of BWCs and view officers as procedurally just and legitimate; however, perceptions were significantly lower among Black respondents. Respondents with knowledge of the BWC program were more likely to view officers as procedurally just, but program knowledge did not increase support for it.Research limitations/implicationsPolice agencies may benefit from improving community awareness of their BWC program as knowledge of the program is positively linked to the views of departmental procedural justice and legitimacy. However, education efforts alone are not sufficient in improving police–community relations. Future research should examine how policing stakeholders can engage the community to build views of legitimacy associated with BWC policies.Originality/valueFindings provide insight into community member perceptions of a large BWC program in a major US city. Results demonstrate the relationship between knowledge of a department's BWC program and views of procedural justice and legitimacy and support for BWCs.

Police officers’ attitudes toward citizen advisory councils

2018 ◽  
Vol 41 (4) ◽  
pp. 418-434 ◽  
Author(s):  
Justin Nix ◽  
Scott E. Wolfe ◽  
Brandon Tregle
Keyword(s):  
Organizational Justice ◽  
Police Officers ◽  
Ordinary Least Squares ◽  
Community Relations ◽  
Advisory Council ◽  
Least Squares Regression ◽  
Content Type ◽  
Public Scrutiny ◽  
Police Community Relations ◽  
Line Level

Purpose The purpose of this paper is to explore the antecedents of sheriff deputies’ perceived legitimacy of their agency’s citizen advisory council (CAC). Design/methodology/approach The authors obtained survey data from 567 sheriff deputies in a southeastern state. The authors first asked whether respondents knew their agency had a CAC, and then asked those who responded affirmatively a series of questions about the legitimacy of the council. The authors then ran an ordinary least squares regression that included organizational justice, self-legitimacy and public scrutiny as independent variables predicting perceived legitimacy of the CAC. Findings Deputies who perceived greater organizational justice from command staff were significantly more likely to perceive the CAC as legitimate. Originality/value In response to strained police/community relations, reform advocates have urged the police to embrace a more democratic style of policing, including allowing for more citizen oversight of agencies. The study sheds light on how line-level officers perceive such oversight.

scholarly journals Young Adult Literature (YAL): An Analytical Study Among Selected EFL Teachers in Jordanian Public Schools

2021 ◽  
Vol 11 (3) ◽  
pp. 278
Author(s):  
Baderaddin Yassin ◽  
Hadeel Saed
Keyword(s):  
Public Schools ◽  
Young Adult ◽  
Young Adult Literature ◽  
English Language ◽  
Ya Literature ◽  
Academic Benefits ◽  
Efl Teachers ◽  
Official Curriculum ◽  
Efl Students

The purpose of this study is to shed light on Young Adult literature (YAL) in Jordan. Eleven English as a foreign language (EFL) teachers and 62 EFL students in Jordanian public schools participated in this research to first measure their awareness of the YAL and to evaluate the academic benefits of integrating English YA literature into the Jordanian public school curricula. A group of EFL instructors and EFL learners were interviewed using a semi-structured guide. The instructors' interview questions focused on demographics, definitions of YA literature, age classification of YAL, benefits, and challenges of using YA novel in Jordanian English curricula. Questions for the learners centered on demographics, definition and age classification of YAL, and the use of YA novels in the EFL classroom. The study revealed that EFL teachers' reliance on the official curriculum tends to remove innovation and creativity from their teaching and limit their opportunities to adapt the curricula to the competence and interest of their EFL students. The research also revealed that EFL students who read English YA novels developed necessary competencies in both the English language and daily life experiences. The results showed that most EFL teachers in this research paper asserted that English YA novels positively affected EFL students in Jordan. This effect led to increased motivation and engagement in EFL classrooms.   Received: 27 January 2021 / Accepted: 8 April 2021 / Published: 10 May 2021

“We are all in this together:” police use of social media during the COVID-19 pandemic

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Xiaochen Hu ◽  
Beidi Dong ◽  
Nicholas Lovrich
Keyword(s):  
Social Media ◽  
Policy Implications ◽  
Community Relations ◽  
Content Type ◽  
The Public ◽  
Police Agencies ◽  
Social Media Platforms ◽  
Use Of Social Media ◽  
Police Community Relations ◽  
Facebook Pages

PurposePrevious studies consistently indicate that police agencies tend to use social media to assist in criminal investigations, to improve police-community relations and to broadcast both crime- and non-crime-related tips promotive of public safety. To date, little research has examined what content the police tended to post on their social media sites during the COVID-19 pandemic.Design/methodology/approachBy selecting the 14 most widely attended police agencies' Facebook accounts, the current study collects and analyzes a sample of 2,477 police Facebook postings between February 1 and May 31, 2020. By using a mix-method approach, the study addresses three research questions: 1) What kinds of messages did the police tend to post on their Facebook pages before and during this pandemic? 2) What types of COVID-related police Facebook postings were made? 3) How did the public react to COVID-19-related police Facebook postings?FindingsThe findings suggest that the police have come to believe that social media can be used as an effective police−public communicative tool in stressful times. The findings also suggest that social media platforms have become a routinized tool of police−public communications which can, to some appreciable extent, substitute for the in-person contacts traditionally relied upon in community policing.Originality/valueThis study of police use of social media explores the question of whether the use of these media can serve as an effective tool to connect the police with the public under circumstances where in-person contacts are greatly constrained. Some public policy implications emerging from the findings reported are discussed, along with implications for further research along these lines.

LIVING HISTORIES OF WHITE SUPREMACIST POLICING

2018 ◽  
Vol 15 (1) ◽  
pp. 167-184 ◽  
Author(s):  
Geoff Ward
Keyword(s):  
Law Enforcement ◽  
White Supremacy ◽  
Law Enforcement Officers ◽  
Community Relations ◽  
Historical Records ◽  
White Supremacist ◽  
Transformative Justice ◽  
Racial Injustice ◽  
Police Community Relations

AbstractProminent U.S. police officials have advocated greater acknowledgement of the role of law enforcement in historical racial injustice, including violence, in hopes of transforming police community relations. While an encouraging development, these calls for transformative justice understate the scope of this historical and contemporary problem, neglecting the often extralegal nature of police involved violence and injustice, its array of spectacular and more subtle forms, and the layered roles of state and non-state actors in perpetrating and sanctioning White supremacist violence. Drawing on historical records of racist violence implicating police, this paper analyzes overlapping aspects of White supremacy in policing, including racist ideologies and political acts of law enforcement officers and officials, and more routine underpolicing of White supremacism by legal authorities. This backdrop of normative racist violence - physical, cultural, and structural – must inform a contemporary transformative justice agenda, including demands for explicit and robust protection from White supremacism in policing.

Encounters between the police and the public: seize the day or practice avoidance?

2018 ◽  
Vol 4 (2) ◽  
pp. 148-160
Author(s):  
Allegra Clare Schermuly
Keyword(s):  
Procedural Justice ◽  
Qualitative Case Study ◽  
Community Relations ◽  
Police Legitimacy ◽  
Community Interactions ◽  
Content Type ◽  
The Public ◽  
Police Community Relations ◽  
The Way

PurposeThe purpose of this paper is to investigate the effect of encounters on police legitimacy and levels of trust in the police in the Monash Local Government Area in the state of Victoria, Australia. Monash was chosen as it had experienced declining results in the official National Survey of Community Satisfaction with Policing in relation to police legitimacy and trust.Design/methodology/approachA qualitative case study comprising 18 interviews and six focus groups with community representatives from Monash is employed in the paper.FindingsWhen procedural justice approaches are applied during encounters between the police and the public, encounters contribute to securing legitimacy for the police. Contact between the police and the public in everyday situations also enhances trust in the police, depending on the way the police conduct themselves during such interactions.Research limitations/implicationsFindings from a qualitative case study are not able to be widely generalised but the conclusions are still useful for informing insights into processes impacting police legitimacy and trust.Practical implicationsContributes to informing evidence-based police practice around the way police conduct themselves during community interactions; informs policy decisions around allocation of funding for law enforcement with more officers required to carry out community policing; emphasises the importance of prioritising partnerships with communities; demonstrates that positive police/community relations have wider social cohesion implications in a contemporary era of counter-terrorism priorities.Originality/valueThe majority of research in this field to date has been quantitative. A qualitative approach provides fresh insights into the mechanisms of police legitimacy, especially the role of encounters and procedural justice.

Police legitimacy and disrupting overt drug markets

2016 ◽  
Vol 39 (4) ◽  
pp. 667-679 ◽  
Author(s):  
Jessica Saunders ◽  
Allsion Ober ◽  
Dionne Barnes-Proby ◽  
Rod K. Brunson
Keyword(s):  
Community Relations ◽  
Mechanisms Of Change ◽  
Police Legitimacy ◽  
Drug Markets ◽  
Neighborhood Conditions ◽  
Content Type ◽  
Police Community Relations ◽  
Study Participants ◽  
Over Time

Purpose Overt drug markets are particularly difficult to address using traditional law enforcement tactics alone; disrupting these markets often requires substantial community cooperation. Enhancing police-community relations has been offered as a promising strategy for closing overt markets, demonstrating sustained success in several settings. The purpose of this paper is to examine theoretical mechanisms hypothesized to create immediate and sustained disruption in overt drug markets, focusing on the role of strengthened police/community relations, and greater police legitimacy. Design/methodology/approach The manuscript describes a series of focus groups with community residents across three sites over 15-months after a drug market intervention. A repeated cross-sectional design enabled in-depth analysis of study participants’ views regarding mechanisms of change over time. Findings Study participants remained ambivalent about police legitimacy; they expressed appreciation regarding local policing efforts to improve neighborhood conditions, but maintained many negative feelings about the overall policing profession. Further, residents worried that the increased police presence might lead to greater harassment. Regardless of their misgivings, however, the findings reveal increases in police cooperation and improvements in some previously identified components of police legitimacy. Practical implications There is partial support for several underlying mechanisms of change over time. Study participants perceived a more focused police response, resulting in disruptions of the market and sustained improvements in neighborhood conditions. Originality/value This reflects original work not published elsewhere. It contributes to a growing body of literature on the role of police legitimacy in problem-solving interventions.

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