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Policing the School: Dialogues and Crime Reports.

Chapter in book
Authors Thomas Johansson
Johannes Lunneblad
Published in Policing Schools: School Violence and the Juridification of Youth. Lunneblad, J. (red.)
Pages 85-96
ISBN 978-3-030-18604-3
Publisher Springer
Place of publication Cham
Publication year 2019
Published at Department of Education, Communication and Learning
Pages 85-96
Language en
Links https://doi.org/10.1007/978-3-030-1...
Subject categories Pedagogy, Educational Sciences

Abstract

Regarding criminality and subversive behaviour, young people are seen both as a risk group and as a security risk. Consequently, there is a need to investigate categorizations and definitions of young people ‘at risk’. This chapter is based on a study designed as two interlinked case studies. The cases consist of principals and school health teams working closely with young students in the school, on the one hand, and hand police officers, on the other. The purpose of this design is to allow us to discuss and analyse different professional views and attitudes regarding school violence. The results indicate that both school officials and the police have problems making a clear distinction between the offender and the victim. However, they also show a difference in how school professionals and police officers approach this diffuseness. Whereas the school professionals tend to work relationally and try to solve conflicts and violence through dialogue and interaction, the police officers primarily see their role as identifying perpetrators and crimes. Furthermore, the results reveal that both professional groups put more focus on policing segregated areas. The police put segregated areas under surveillance, targeting young people and defining them as potential suspects. The teachers in segregated areas also tend to use a more juridical approach to school violence, especially compared to teachers in more affluent middle-class areas.

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