Some Aspects of Negotiated Order, Loose Coupling and Mesostructure in Maximum Security Prisons

1984 ◽  
Vol 7 (2) ◽  
pp. 213-231 ◽  
Author(s):  
Jim Thomas
2014 ◽  
Vol E97.C (10) ◽  
pp. 965-971 ◽  
Author(s):  
Tadashi KAWAI ◽  
Yuma SUMITOMO ◽  
Akira ENOKIHARA ◽  
Isao OHTA ◽  
Kei SATOH ◽  
...  

2020 ◽  
Vol 26 (1-2020) ◽  
pp. 71-84
Author(s):  
Margo Okazawa-Rey ◽  
Gwyn Kirk

Okazawa-Rey and Kirk argue that the term maximum security, used in the context of the prison system, is an oxymoron. Jails, prisons, and other ‘correctional’ facilities provide no real security for communities, guards and other prison officials, or inmates. Imprisoning two million people, building more prisons, identifying poor and working-class youth of colour as ‘gang members,’ and criminalizing poor Black and Latina women does not increase security. Rather, the idea of security must be redefined in sharp contrast to everyday notions of personal security that are based on the protection of material possessions by locks and physical force, as well as prevailing definitions of national and international security based on a militarization that includes the police, border patrols, and armed forces such as the Navy, Army, Marines, and Air Force. To achieve genuine security, we must address the major sources of insecurity: economic, social, and political inequalities among and within nations and communities. The continual objectification of ‘others’ is a central mechanism underlying systems of oppression—and insecurity—based on class, race, gender, nation, and other significant lines of difference.


2021 ◽  
pp. 001312452110019
Author(s):  
Trevor Tsz-lok Lee

This paper contributes to our understanding of the micro-policy experience of an implemented curriculum from the perspective of students, in addition to teachers, as the key coupling agents in the schools of a Chinese global city. Although the phenomenon of decoupling in educational policy is widely recognized, much less attention has been paid to the micro-dynamics involved in implementing education reform policy from the perspective of students and teachers. It is argued that these local actors’ experiences are best captured by the bi-dimensional framework of loose coupling and pedagogic modalities. This argument is illustrated through a case study of the implementation of the Liberal Studies reform under Senior Secondary Curriculum in Hong Kong since 2009. The study demonstrates how students and teachers interpret and make sense of policy, strategic, and practical needs manifested in the microprocesses of policy coupling and decoupling.


2019 ◽  
pp. 1-17
Author(s):  
Erika Lokatt ◽  
Charlotte Holgersson ◽  
Monica Lindgren ◽  
Johann Packendorff ◽  
Louise Hagander

Abstract In this article we develop a theoretical perspective of how professional identities in multi-professional organisational settings are co-constructed in daily interactions. The research reported here is located in a healthcare context where overlapping knowledge bases, unclear divisions of responsibilities, and an increased managerialist emphasis on teamwork make interprofessional boundaries in healthcare operations more complex and blurred than ever. We thereby build on a research tradition that recognises the healthcare sector as a negotiated order, specifically studying how professional identities are invoked, constructed, and re-constructed in everyday work interactions. The perspective is employed in an analysis of qualitative data from interviews and participant observation at a large Swedish hospital, in which we find three main processes in the construction of space of action: hierarchical, inclusive, and pseudo-inclusive. In most of the interactions, existing inter-professional divides and power relations are sustained, preventing developments towards integrated interprofessional teamwork.


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