scholarly journals #FreeGrace and the Racialized Surveillance State of COVID-19 Learning

2021 ◽  
Vol 5 (SI) ◽  
Author(s):  
Elizabeth Hornsby
Keyword(s):  
Educational Technology ◽  
Legal System ◽  
Juvenile Detention ◽  
Negative Effects ◽  
Detention Center ◽  
Racial Capitalism ◽  
Technology Tools ◽  
Remote Learning

On July 14th, 2020, ProPublica published “A Teenager Didn’t Do Her Online Schoolwork. So a Judge Sent Her to Juvenile Detention”, a story about “Grace”, a fifteen-year-old who was sent to a detention center for remote learning infractions. While the larger story involves injustices of the legal system often experienced by minoritized students, there is also a smaller indictment. The surveillance technologies embedded in educational technology tools that allowed learning to continue during the onslaught of COVID-19 can have disproportionately negative effects for minoritized students. Using Grace’s story, I examine the connection between surveillance and racial capitalism in relation to remote learning during the COVID-19 pandemic. Additionally, implications of the converged state of pandemic learning and possible solutions are discussed.

Ontological Captivity

differences ◽  
2021 ◽  
Vol 32 (3) ◽  
pp. 85-113
Author(s):  
Andrés Fabián Henao Castro
Keyword(s):  
The Body ◽  
Color Line ◽  
Ontological Difference ◽  
Detention Center ◽  
Racial Capitalism ◽  
Penal Colony ◽  
Political Critique ◽  
Conditions Of Possibility ◽  
Material Conditions ◽  
Broad Understanding

Departing from where Jacques Derrida’s deconstruction of Martin Heidegger’s gender-neutral Dasein left off, this article argues for “ontological captivity” as a critical analytic for questioning Being under conditions of racial capitalism. Based on a broad understanding of the Black Radical tradition, the author argues for the importance of connecting the analysis of ontological difference with the political critique of concrete historical and material conditions that structurally link what it means to be human to overlapping and mutually reinforcing technologies of capture. From the slave ship, the plantation, the reservation, the prison, the detention center, the penal colony, and the concentration camp to the ways in which injurious signifiers fix the body and arrest its mobility, ontological difference should be unthinkable outside a confrontation with its material conditions of possibility and impossibility. These are the material conditions that, from W. E. B. Du Bois’s analysis of the “color-line” to Calvin Warren’s analytic of “onticide,” from Lewis Gordon’s “antiblackness” to Nelson Maldonado-Torres’s “coloniality of being,” and from Hortense Spillers’s “being for the captor” to Zakiyyah Iman Jackson’s “ontological plasticization,” call for a political rather than an ethical interrogation of Being.

scholarly journals Shadow economy and public debt sustainability in Turkey

2007 ◽  
Vol 52 (173) ◽  
pp. 85-104 ◽  
Author(s):  
Yereli Burçin ◽  
Erdem Seçilmiş ◽  
Alparslan Başaran
Keyword(s):  
Economic System ◽  
Legal System ◽  
Public Debt ◽  
Shadow Economy ◽  
Negative Effects ◽  
The Core ◽  
Significant Difference ◽  
Sustainability Of Public Debt ◽  
The Government ◽  
The Relationship

The aim of this study is to examine the relationship between the shadow economy and public debt in Turkey. We elaborate on the questions regarding the negative effects of shadow economy on the sustainability of public debt observing the estimates about the size of shadow economy in Turkey. In the light of some scholars? estimates, we re-evaluate the macroeconomic situation of Turkey. At the core of the study, we discuss how the government borrowing policies would differ if the shadow economy was included into the legal system. In order to examine the effects of shadow economy on sustainability, we use various sustainability indicators. There is a significant difference observed between the calculations which take into account the volume of shadow economy as a share of economic system and those that exclude shadow economy as an exogenous variable. .

scholarly journals VIOLENT CRIMES AND ADVERSE CHILDHOOD EXPERIENCES IN YOUNG OFFENDERS AT BLITAR JUVENILE DETENTION CENTRE

2020 ◽  
Vol 19 (4) ◽  
pp. 388-401
Author(s):  
Jessica Shirleen Wilona ◽  
Yusti Probowati Rahayu ◽  
Ayuni Ayuni
Keyword(s):  
Child Protection ◽  
Adverse Childhood Experiences ◽  
Parametric Method ◽  
Juvenile Detention ◽  
Violent Behaviour ◽  
Violent Crimes ◽  
Childhood Experiences ◽  
Detention Center ◽  
Examination Result ◽  
Adverse Childhood

Violent crimes yield to fear and unsafe feelings have been also done by children. The General Strain theory explained that violence was occurred due to the criminal coping of individuals, who experienced the situation of pressures that yield into anger which might be developed into violent behaviour. Adverse Childhood Experiences (ACE) is a form of pressure within the family that might contribute to criminal coping. This research was aimed at investigating the differences of ACE on violent crimes and non-violent crimes. Participants of this study were 58 out of 213 boy offenders aged 12-18 years old in the Juvenile Detention Center in Blitar. These participants were chosen by the accidental sampling method based on the type of cases, in which 28 boys were on violent crimes (robbery, child protection, murder, and beating), while 30 boys were on non-violent crimes (theft and drug abuses). The measurement used was the ACE scale, applied with some modifications. The reliability coefficient of the ACE scale was .843. Data were analysed using a non-parametric method, which was the Mann-Whitney U. The examination of mean rank and the effect size of this study showed that ACE was higher on violent crimes, even though this result was not supported by the hypothesis examination result, which was not significant (U = 3.47, p = .129). It could be concluded that ACE on the violent crimes group tended to be higher compared to the non-violent crimes group.

scholarly journals Teachers beliefs and technology use in kindergarten and elementary classrooms

2015 ◽  
Vol 7 (3) ◽  
pp. 149 ◽  
Author(s):  
Majedah Fawzi Abu Al Rub
Keyword(s):  
Educational Technology ◽  
Elementary Teachers ◽  
Elementary Students ◽  
Student Learning ◽  
Technology Use ◽  
Elementary Classrooms ◽  
Distinct Difference ◽  
Advance Student ◽  
Technology Tools ◽  
Teachers Beliefs

With the increased availability of technology in today’s schools, concerns arise over whether teachers are effectively incorporating technology tools into their instruction in order to advance student learning and engagement. This project was designed to examine the types of educational technology practices that kindergarten and elementary teachers in Denver, Colorado, USA, implement in their classrooms and their beliefs concerning the implementation of educational technology in their classrooms.Teacher participants were interviewed to evaluate the types of technology they utilize in their lessons and their beliefs concerning the implementation of technology. The researcher found that teacher participants integrate a variety of technology into their classrooms. The results also showed that the participants are committed to utilize technology because they strongly believe that it benefits students. However, the results showed that there is a distinct difference concerning how technology is utilized in the classroom among the participants. Keywords: teachers’ beliefs, technology use, kindergarten and elementary students

Facial Emotion Recognition and Empathy in Employees at a Juvenile Detention Center

2017 ◽  
Vol 62 (8) ◽  
pp. 2430-2446 ◽  
Author(s):  
Luz Anyela Morales Quintero ◽  
Jairo Muñoz-Delgado ◽  
José Carlos Sánchez-Ferrer ◽  
Ana Fresán ◽  
Martin Brüne ◽  
...  
Keyword(s):  
Juvenile Offenders ◽  
Emotion Recognition ◽  
Juvenile Detention ◽  
Facial Emotion Recognition ◽  
Facial Emotion ◽  
Independent Effect ◽  
Detention Center ◽  
Security Guards ◽  
Juvenile Detention Center ◽  
Violent Offenses

Numerous studies have shown that emotion recognition is impaired in individuals with a history of violent offenses, especially in those diagnosed with psychopathy. However, in criminological contexts, there is insufficient research regarding the role of empathy and facial emotion recognition abilities of personnel employed in correction centers. Accordingly, we sought to explore facial emotion recognition abilities and empathy in administrative officers and security guards at a center for institutionalized juvenile offenders. One hundred twenty-two Mexican subjects, including both men and women, were recruited for the study. Sixty-three subjects were administrative officers, and 59 subjects were security guards at a juvenile detention center. Tasks included “Pictures of Facial Affect” and the “Cambridge Behavior Scale.” The results showed that group and gender had an independent effect on emotion recognition abilities, with no significant interaction between the two variables. Specifically, administrative officers showed higher empathy than security guards. Moreover, women in general exhibited more empathy than men. This study provides initial evidence of the need to study emotion recognition and empathy among professionals working in forensic settings or criminological contexts.

“We all Come Together to Learn About Music”: A Qualitative Analysis of a 5-Year Music Program in a Juvenile Detention Facility

2018 ◽  
Vol 62 (13) ◽  
pp. 4046-4066 ◽  
Author(s):  
Maud Hickey
Keyword(s):  
Youth Development ◽  
Urban Youth ◽  
Rap Music ◽  
Qualitative Content Analysis ◽  
Juvenile Detention ◽  
Detention Center ◽  
Detention Facility ◽  
Music Program ◽  
Positive Feelings ◽  
Music Programming

The purpose of this long-term qualitative study was to uncover evidence that might support components of positive youth development (PYD) in a music composition program at an urban youth detention center. The constructs of PYD come from self-determination theory—competence, autonomy, and relatedness—and formed the theoretical lens from which the data were analyzed. Over a period of 5 years, more than 700 youth participated in the program and created primarily rap music compositions. Comments from their feedback, as well as interviews, were analyzed using qualitative content analysis. Findings point to the emergence of two main categories as reasons for enjoying the program: competence and positive feelings. Creativity also emerged as linked to competence and autonomy as well as the “Good Lives Model” of detainee development. Further research on using culturally relevant and creative music programming as a tool in PYD is discussed.

scholarly journals Técnica legislativa, inserción de la norma en el ordenamiento jurídico y Tribunal Constitucional = Legislative drafting : incorporation of the norm into the legal system and Constitutional Court

2013 ◽  
pp. 323
Author(s):  
Tomás Vidal Marín
Keyword(s):  
Legal System ◽  
Constitutional Court ◽  
Negative Effects

The incorporation of the norm into the Legal system can originate negative effects on the juridical certainty. Exactly, the present study analyzes whether is possible the control of constitutionality of the quality of law in the Spanish Legal system as a solution or remedy to the described situation.La inserción de las normas en el ordenamiento jurídico puede producir efectos negativos sobre la certeza del Derecho. Justamente, el presente estudio analiza si es posible el control de constitucionalidad de la calidad de la ley en el ordenamiento jurídico español en tanto que solución o remedio a la situación descrita.

Learning through dissonance: Critical service-learning in a juvenile detention center as field experience in music teacher education

2016 ◽  
Vol 38 (2) ◽  
pp. 155-171 ◽  
Author(s):  
Jeananne Nichols ◽  
Brian M. Sullivan
Keyword(s):  
Service Learning ◽  
School Environment ◽  
Music Teachers ◽  
Juvenile Detention ◽  
Incarcerated Youth ◽  
Detention Center ◽  
Juvenile Detention Center ◽  
School Music ◽  
Service Music ◽  
Past Experiences

Though many pre-service music teachers have received exemplary instruction in their high school music programs, these programs may not be representative of the social, cultural, and economic diversity of their broader communities. This insularity may hinder their perceptions of their community as they step into an increasingly diverse school environment. The Champaign County Juvenile Detention Center (CCJDC) Arts Project was adopted as a critical service-learning course in order to introduce pre-service music teachers to students and ways of teaching that may be different from what they typically encounter through their university field experiences. Participants in the project designed and facilitated music and arts experiences with the incarcerated youth once per week over an entire semester. In this case study we examine the experiences of six pre-service music teachers who participated in the CCJDC Arts Project during 2012, looking for moments of “dissonance,” which Kiely defines as incongruities between participants’ past experiences and the challenging reality they encounter through the project. Entry into the facility, interactions with the youth at the facility, and the musical practices shaped by the needs of the facility all worked in tandem to challenge participants’ latent expectations and beliefs about their community, and to heighten their awareness of the sociocultural systems that shape their future students, their developing teaching practices, and their own privileged positions in school and society.

The Science and Law of School Segregation and Diversity

2017 ◽  
Author(s):  
Roger J.R. Levesque
Keyword(s):  
Civil Rights ◽  
Civil Rights Movement ◽  
Legal System ◽  
Ethnic Disparities ◽  
School Segregation ◽  
Negative Effects ◽  
The Past ◽  
Legal Foundation ◽  
The Law ◽  
The One

The law does not square with people’s experiences of segregation and diversity. An empirical look at the legal system’s effectiveness in addressing school segregation reveals, from a practical perspective, that segregation persists and even surpasses levels before the civil rights movement. Yet, the legal system continues as though segregation is a thing of the past. Even more bizarre, the negative effects of racial and ethnic disparities in schooling are well documented, and the legal system compels itself to ignore much of them. To exacerbate matters, legal analysts increasingly interpret the law as a system that operates in a different world than the one documented by researchers who describe disparities and what could be done about them. For their part, researchers pervasively continue to document experiences without considering the legal system’s basic concerns. This book details the source of these gaps, evaluates their empirical and legal foundation, explains why they persist, and reveals what can be done about them.

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