从犯罪学角度看学校排斥与青少年犯罪

IF 1.5 Q3 PSYCHOLOGY, EDUCATIONAL EMOTIONAL AND BEHAVIOURAL DIFFICULTIES Pub Date : 2021-01-02 DOI:10.1080/13632752.2021.1905233
Jasmina Arnez, Rachel Condry
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引用次数: 9

摘要

本文探讨了学校排斥与青少年犯罪之间的关系,并认为犯罪学研究可以增加我们的理解。这篇文章首先探讨了学校排斥的犯罪学含义被概念化的历史,包括排斥与年轻人犯罪之间的联系,以及所谓的“从学校到监狱的管道”。在英国和美国有很长的研究历史,探索学校排斥的过程是如何导致青少年犯罪的,从“麻烦制造者”的标签到更严重的越轨行为的轨迹,以及纪律政策本身是如何导致犯罪的。正如我们所展示的,这种关系是复杂的,建立因果关系是困难的。然后,我们考虑最近关于学校排斥如何导致边缘化年轻人的脆弱性和剥削的研究。最后,我们主张理解年轻人的生活,他们的教育经历,以及他们对犯罪的参与,整体地和“全面地”考虑他们所有的关系和活动,并采用情境方法来解决这些问题。
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Criminological perspectives on school exclusion and youth offending
ABSTRACT This article explores the relationship between school exclusion and youth crime and considers what criminological research can add to our understanding. The article first explores the history of the ways in which the criminological implications of school exclusion have been conceptualised, including the link between exclusion and young people’s offending, and the so-called ‘school-to-prison pipeline’. There is a long history of work in the UK and the US that explores how processes of school exclusion contribute to youth crime, the trajectory from the label of ‘troublemaker’ to more serious deviance, and how disciplinary polices can themselves lead to criminalisation. As we show, the relationship is complex and establishing causality is difficult. We then consider more recent work on how school exclusion contributes to the vulnerability and exploitation of marginalised young people. Finally, we argue for understanding young people’s lives, their educational experiences, and their involvement in offending, holistically and ‘in the round’, taking account of all their relationships and activities and employing contextual approaches to addressing these problems.
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来源期刊
EMOTIONAL AND BEHAVIOURAL DIFFICULTIES
EMOTIONAL AND BEHAVIOURAL DIFFICULTIES PSYCHOLOGY, EDUCATIONAL-
CiteScore
1.80
自引率
10.00%
发文量
10
期刊介绍: The central intention of Emotional & Behavioural Difficulties (EBDs) is to contribute to readers" understanding of social, emotional and behavioural difficulties, and also their knowledge of appropriate ways of preventing and responding to EBDs, in terms of intervention and policy. The journal aims to cater for a wide audience, in response to the diverse nature of the professionals who work with and for children with EBDs.
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