Search

The contested zero-tolerance policy of the United Nations (UN) regulates sexual relations between peacekeepers and civilians while on mission. Though the policy is intended to protect civilians from sexual exploitation and abuse (SEA), many have argued, conversely, that it exacerbates their precarity and undermines female sexual agency. This study pushes these debates further by examining how sexual regulatory frameworks endorsed by the UN directly and indirectly impact female peacekeepers. Drawing on interviews conducted with police officers, soldiers, and gendarmes, as well as elite decision makers across four countries (Ghana, Zambia, Uruguay, and Senegal), we argue that strict regulation of sexual behaviors can limit women's ability to meaningfully participate in peacekeeping operations in two ways. First, it incentivizes and legitimizes domestic security institutions' decisions to extend "protectionist" zero-tolerance policies to female peacekeepers. When taken to the extreme, these policies can be enforced through gender segregation models that marginalize women in the workplace. Second, banning sex with civilians can inversely channel sexual demands toward female peacekeepers. This can contribute to a hypersexualized work environment in which SEA and harassment is rife. These findings reinforce the need to reconsider policy frameworks governing sexual relations and raise urgent questions regarding the sexual agency of female peacekeepers. [ABSTRACT FROM AUTHOR]

In this essay, Barbara Thayer‐Bacon considers the arguments made in favor of "zero tolerance" for immigration at the United States–Mexican border as an example of principled ethics, and she contrasts this position with a caring ethical response. She compares the U.S.'s current zero‐tolerance immigration policy to the zero‐tolerance approach U.S. public schools adopted in response to violence in schools. The zero‐tolerance policies implemented by schools in the wake of several high‐profile incidents serves as a strong illustration of the moral dilemmas that zero‐tolerance policies create generally. Both examples illustrate that zero‐tolerance policies are not an effective moral response to ethical dilemmas; on the contrary, such policies lead to a lack of attention to context, subjectivity, positionality, and institutional power, which in turn generates a range of new and different ethical quandaries. Ultimately, Thayer‐Bacon argues that taking a zero tolerance approach to serious, complicated problems such as immigration policy is misguided; developing fair, humane, caring, and just immigration policies requires a more nuanced approach that attends to the full complexity of the issues involved. [ABSTRACT FROM AUTHOR]

Although zero-tolerance policies were created to foster safe school environments for student engagement and performance, the implementation of these policies has inadvertently resulted in the exclusion of millions of students through suspension and expulsion. Students of color, African-Americans in particular, disproportionately experience these exclusionary practices. This article examines the disproportionate negative effects of school discipline under the era of zero-tolerance policies. We first examine school discipline in a historical context. Second, we introduce and describe critical race theory and its relevance for understanding racialized school discipline. We conclude with implications for social workers to engage schools, African-American students, and their families, and advocate for school policies to create safe and equitable school environments that promote learning, in a culturally and racially responsive manner. [ABSTRACT FROM AUTHOR]

This article empirically investigates how the humanistic critique at the core of virtue jurisprudence can illuminate the laws of captivity at the level of judicial decision making. One point of reference is the set of cases that makes up the constitutional challenges to and the resolutions of zero-tolerance public school discipline. These court decisions establish the conditions under which this strategy represents a legitimate and protected exercise of U.S. education policy and practice. We begin by explaining what virtue jurisprudence is, and we specify how its Aristotelian-sourced humanism has been the basis of ongoing sociolegal inquiry. We then delineate the coordinates of our methodology. These coordinates consist of two levels of textual data collection, as obtained from a LexisNexis criterion-based sample design. Next, we summarily present the results. These findings reveal both the judicial temperaments and the normative forces that inform and influence the nature of sociolegal decision making on the matter of zero-tolerance public school discipline. We discuss and analyze the results within the critical humanism of virtue jurisprudence. This critique suggests how the courts' endorsement of zerotolerance public policy and practice might be reconceived if an ethic of citizenship grounded the courts' reasoning and decision making. [ABSTRACT FROM AUTHOR]

"Contextualizing the Black Male experience within Education and its Socio-Cultural Impact" is part two of the "Rose" tale told and insinuated by North American mainstream media to help produce the image of the "marketable" Black male. It encourages society to subscribe to a conglomeration of cultural, class and gender norms which are crucial to the reproduction of the complex oppressions that entrench and normalise white supremacy. It does so in social institutions such as the mass media and the schooling process, through nationalistic pride and sensibilities, and at serious, but generally unrecognised, social and emotional cost. My investigation of these issues, and the support of my thesis, is organised around one major question: What lessons in "success" do Black males receive most frequently from their schooling? Though the barriers and obstacles are many, and sometimes surprising, this interrogation permits for the healing and protection of ourselves and others, and so are vital to our nourishing of the unborn and offer direction to young Black men on the path to being, learning and becoming, their fullest educated selves. [ABSTRACT FROM AUTHOR]

Many students in our school system are being forced out of the classroom due to harsh discipline policies focused on rules rather than the child and the contextualized infraction. These policies punish them by taking away the very thing that could possibly change their lives, their education. The way we deal with behavior issues in the classroom has greatly changed over time and disciplinary actions have become rigid, devaluing the human process of growth and learning. Today, with the rise of violent acts spreading across the United States, the administration feels the need to implement harsh and rigid consequences that decontextualize the human being, rather than seeing the pupil as a whole. Recommendations for a more humane disciplinary code are noted. [ABSTRACT FROM AUTHOR]

This qualitative study examined the distribution of inequitable resources, a culture of control, and implications for postsecondary pathways for Latinas/os in five California high schools. This study integrated critical race theory in education, school culture, and the concept of panopticon to examine school structures, climate, and individual agency, which together can shape the schooling experiences and educational trajectories of Latina/o students. Grounded in the data, the authors establish the concept of the New Juan Crow in Education. [ABSTRACT FROM AUTHOR]

Recent studies show that the current punitive approach to bullying, in the form of zero-tolerance policies, is ineffective in reducing bullying and school violence. Despite this significant finding, anti-bullying legislation is increasing. The authors argue that these policies are not only ineffective but that they are also unjust, harmful, and stigmatizing. They advocate a broader integrative approach to bullying programs that includes both victims and bullies. [ABSTRACT FROM AUTHOR]

In the current era of 'zero tolerance', disciplinary practices including punishment, expulsion, physical and psychological surveillance, and confinement are a major part of resistant students' lived experiences. This article is an ethnographic study of student resistance that is observed in an alternative high school in the USA, which serves students expelled from regular schools for their acts of resistance. The purpose of this study is to explore how understanding of the meaning of student resistance can be used as a theoretical and pedagogical medium with which teachers can create an equitable educational milieu that upholds views and experiences of the marginalised students. The study also offers a new insight into resistance theory drawing upon Dewey's transactional theory of resistance as a communicative act to further suggest what might be possible for the teachers and students to transcend conflicts in order to establish a more meaningful teacher-student relationship moving beyond zero-tolerance policies. [ABSTRACT FROM AUTHOR]