The progressive gendering of the European Union’s economic governance architecture

This study shows the correlation between the European integration process and the progress of gender equality objectives. In particular, it focuses on the effectiveness of economic governance tools to enhance coordination between national policies towards gender equality. The research question pertains to whether the new architecture of economic governance aims to consolidate the market model or correct gender imbalances. This aspect leads us to explore the diverse tools of national monitoring displayed in the recently reinforced governance, particularly the fiscal discipline policy as a conditioning framework, the European Semester as the current significant instrument for coordinating national policies, and the European Pillar of Social Rights (EPSR) and its Social Scoreboard annex. The analysis confirms that the potential of governance instruments to enhance gender equality is underused. Meanwhile, these tools set out a policy focused on consolidating the market model of competitiveness and fiscal discipline, rather than tackling gender inequalities

Street checks and carding: an exploration of a sergeant’s capacity to achieve policy conformance from frontline police officers

This study aims to fill a void in the extant policy implementation literature that has overlooked the contribution of sergeants to the successful adoption of policy decisions at the frontlines. By focusing on the Regulated Interactions Policy of the Toronto Police Service and adopting a sociological institutionalism perspective, 17 sergeants representing each of the 17 divisions of the Toronto Police Service were interviewed. This research does not aim to assess the efficacy of this policy, but rather, examines its implementation. The findings show that there are a number of perceived internal and external factors that operate to facilitate or hinder a sergeant’s capacity to achieve policy conformance in a police organization in general, and to the Regulated Interactions Policy in particular. Further, these perceived factors are contextualized across the police organization. Prevalent external factors include media portrayals of the police, civilian oversight, perceived levels of respect, and relationship between the police and citizens. Dominant internal factors include supervision, internal discipline, policy and procedure, and top-down command. The findings also demonstrate the methods used by sergeants to positively influence the conformance of frontline officers in a police organization in general, and to the Regulated Interactions Policy in particular. Key methods include communication and translation, rewarding, disciplining, and being present. The findings have three broad implications. First, police officers employ a ‘logic of legitimacy’ to make conformance choices that are perceived to promote individual and organizational legitimacy by improving police relations or avoiding discipline. Second, sergeants achieve conformance from frontline officers by blending the payoffs of an authoritative approach and a supportive approach. Third, the perspective held by police officers of the state of police-citizen interaction is one that is reactive.

Street checks and carding: an exploration of a sergeant’s capacity to achieve policy conformance from frontline police officers

This study aims to fill a void in the extant policy implementation literature that has overlooked the contribution of sergeants to the successful adoption of policy decisions at the frontlines. By focusing on the Regulated Interactions Policy of the Toronto Police Service and adopting a sociological institutionalism perspective, 17 sergeants representing each of the 17 divisions of the Toronto Police Service were interviewed. This research does not aim to assess the efficacy of this policy, but rather, examines its implementation. The findings show that there are a number of perceived internal and external factors that operate to facilitate or hinder a sergeant’s capacity to achieve policy conformance in a police organization in general, and to the Regulated Interactions Policy in particular. Further, these perceived factors are contextualized across the police organization. Prevalent external factors include media portrayals of the police, civilian oversight, perceived levels of respect, and relationship between the police and citizens. Dominant internal factors include supervision, internal discipline, policy and procedure, and top-down command. The findings also demonstrate the methods used by sergeants to positively influence the conformance of frontline officers in a police organization in general, and to the Regulated Interactions Policy in particular. Key methods include communication and translation, rewarding, disciplining, and being present. The findings have three broad implications. First, police officers employ a ‘logic of legitimacy’ to make conformance choices that are perceived to promote individual and organizational legitimacy by improving police relations or avoiding discipline. Second, sergeants achieve conformance from frontline officers by blending the payoffs of an authoritative approach and a supportive approach. Third, the perspective held by police officers of the state of police-citizen interaction is one that is reactive.

Discipline Management in Urban Middle Secondary Schools: Principals, Counselors, Students and Parents Perceptions

Guided by the principles of helping the children in continuity learning the research aims at discipline management in urban middle secondary schools. This study examined the disciplinary issues and different stakeholders; principals, Counsellors, Students and Parents perceptions. The sample of the study consisted of 15 participants. The study is significant because its findings and conclusions are so relevant to different stakeholders to implement and strategies to keep the students into the education system and also help the children improve their discipline. For school principals, counselors, teachers, students and parents, the findings of this research will help to maintain discipline in their respective roles and responsibilities entrusted to them. Policy makers at the ministerial level may use as bases for developing a national school discipline policy and guidelines. For future researchers it may serve as a handy tool or base to study further on discipline management. The project aims to investigate and explore viable strategies to enhance current practices of managing ethical issues concerning students in schools. Qualitative research design has been used to conduct the research. To make the study more authentic and generalization purpose, a total of 15 research participants/ respondents were involved. The findings are fundamentally based on the lived experiences and perceptions of these respondents which correspond with phenomenological strategy of qualitative research. Although respondents had common views as well as difference of opinion on certain issues on discipline management of school, outcomes of the study are triangulated.

Colorblind Policy in a Carceral Geography: Reclaiming Public Education

During the last decade, the federal government, states, and school districts implemented changes in school discipline policy to shift schools’ reliance from punishment and exclusion toward prevention, intervention, and restoration. In order to assess the impact of the last decade of reforms on attempts to decrease punishment and increase equity in schools, we examine nine large metropolitan districts that both revised their Codes of Conduct to limit their reliance on exclusionary discipline and implemented schoolwide behavioral and/or restorative programs. We find that while reforms are associated with decreases in students’ experience of three of four exclusionary discipline outcomes from 2009 to 2015, these benefits tend to accrue to the least vulnerable students – White students without disabilities. One explanation of this finding is that colorblind, risk-based, carceral assumptions of school and state policies undercut efforts to increase equity in school discipline.

Testing the Validity of the Triple Deficit Hypothesis for Nigeria

This paper tests the validity of the triple deficit hypothesis in Nigeria by examining the causal relationship among current account deficit, financial account deficit, and fiscal deficit within a five-variate ARDL framework complemented with GMM framework for the period 2008-2017 using quarterly data. The paper obviates the variable omission bias that characterizes most existing studies. The ARDL-bound testing technique confirms that there is the presence of a long-run bi-causal relationship between current account and financial account deficits in Nigeria. The results based on the model and empirical outputs suggest that authorities of this economy must put in place a fully fiscal and monetary discipline policy that should ensure the drastic curtailment of fiscal deficit and create a conducive environment to attract foreign remittances and foreign investment, which would help to generate healthy external balances. In addition, exchange rate stability can promote the export sector and minimize external imbalances through creating critical surpluses in current accounts, including related comprehensive discipline policies that may be pursued, which enable the external sector, financial and fiscal sectors, and monetary sector to perform without creating adverse imbalances in this economy.

Failure to Focus on the Discipline of Black Girls: Encouraging School Leaders to Initiate Conversations

Although increasing attention has been given to the disproportionate discipline of Black students in general, the specific needs of Black girls have often been overlooked. This article encourages school leaders to analyze how discipline policies are often problematic for Black girls. The article provides a case narrative to illustrate the issue and describes current discipline policy trends. The article recommends school leaders attend not only to implicit biases, but also to their legal requirements to protect Black girls from uneven, culturally biased practices. The article concludes with “Teaching Notes” instructing leaders how to hold courageous conversations to support Black girls.

Education Policy Networks: The Co-Optation, Coordination, and Commodification of the School-to-Prison Pipeline Critique

This study utilizes social network visualization and content analysis of policy reports to explore the changing structure and function of a network of organizations, including government agencies, philanthropies, think tanks, advocacy groups, research centers, and edu-businesses active in school discipline policy formation at the federal level from 2000 to 2014. This study illuminates the mechanism by which the state, working through a complex public-private network of education policy actors, co-opts more radical demands to address the school-to-prison pipeline, coordinates interests across a range of social forces with particular attention to law enforcement, and commodifies the school-to-prison pipeline critique into marketable products and services for schools and school districts.