Black students face hyper-disciplining and high levels of social control when they enter American schools. The cultural mismatch hypothesis attempts to explain this hyper-disciplining by arguing that ...the mostly White teaching force misinterprets the attitudes and behaviors of Black students, which leads to their hyper-disciplining. Utilizing a longitudinal, deeply iterative, participatory, and critical ethnographic research process, however, this article shows that traditional scholarship around the cultural mismatch hypothesis is insufficient. The analysis indicates that teachers’ misinterpretation of mismatched capital (the traditional cultural mismatch hypothesis) is actually a racialized interpretation of both matched and mismatched capital coming from Black students, and such racialized interpretations are guided by the logic of antiblackness endemic to American institutions. Hence, this research argues for the integration of antiblackness as a theoretical tool to expand upon cultural mismatch explanations and for the creation of educational spaces where Black students are recognized, valued, and treated with dignity and humanization.
Violent forms of discipline in schools continue to be widespread across the globe despite their damaging effects. Since little is known about factors influencing the extent of violence applied by ...teachers, this study aimed to investigate the influence of teachers’ stress, work satisfaction, and personal characteristics on their disciplining style. Using structural equation modeling, associations between violent discipline, burnout symptoms, and job perceptions (pressure and difficulties in class) reported by 222 teachers from 11 secondary schools in Tanzania in 2015 were analyzed. Results indicated a direct association between perceived stress and emotional violent discipline (β=.18, p<.05) as well as physical violent discipline (β=.37, p<.001). Perceived stress also mediated the association between job perceptions and both forms of violent disciplining. The model showed good model fit (χ2 44, n=222=67.47 (p=.013), CFI=.94, TLI=.91, IFI=.94, RMSEA=.049 90%-CI=.02–.07, PCLOSE=.50, SRMR=.06). Our findings suggest that teachers’ personal perceptions of their work as well as their stress burden play a role in their disciplining styles. Our findings underline the importance of integrating topics, such as stress and coping as well as positive, nonviolent discipline measures into the regular teacher’s training and in addition to develop and evaluate school-based preventative interventions for teachers.
The sensation of touch and the need for physical contact are fundamental in the development of human behaviour. As an intimate medium of communication, tactile interactions between men and women can ...make their social bonds more profound. But there are both “contact” and “no contact” societies that differ in their attitude towards tactile communications. While “contact” cultures are largely touchy-feely communities, “no contact” cultures like India problematise touch between opposite genders due to reasons related to the caste system, fear of sexual vulgarity, subversion of gender roles, and so forth. On close observation we find that all these reasons are interconnected and interdependent. With its prime focus on the “no-touch taboo” among opposite genders in India, this paper explores the underlying role of sexuality, patriarchy and conventional gender roles in perpetuating the established social structure in India. A deeper understanding of these mechanisms reveals that, in India, a touch-averse culture is essential in the preservation of its systems of power.
This article analyses the work of prevention within a specific social field: the families of prisoners. From this place of experience, it examines how prevention takes shape as a technology of ...government that guides practices, thoughts and ways of being. Within this relational movement, this article theorizes the concept of “subject of prevention” in order to explain how a framework of subjectivation emerges as an agent of moral discipline, which is conceived through a neoliberal grammar of state programs, translated into ordinary language by NGO workers and driven by the imperative to prevent
This article examines the transition to prepaid electricity happening in Maputo, Mozambique, in order to reflect on the contemporary geographies of urban energy infrastructure and urbanization in ...sub‐Saharan Africa and other cities of the South. The article draws on fieldwork and archival research conducted in 2013 and 2014, arguing that prepayment constitutes a productive juncture in the urban experience of electricity infrastructure in Maputo's postcolonial moment, not merely a neutral technology or a disciplining technique of government (as argued by some scholarship). The article examines the multiple rationalities implicated in the use of the electricity infrastructure via prepayment and the organization of urban life it engenders (and of which it is also a product) by focusing on the everyday practices surrounding prepaid electricity of urban dwellers in neighbourhoods where the ‘modern infrastructural ideal' may never be fully realized. As a result, it contributes to an understanding of the experience of urban energy in cities where ‘slum urbanism', uncertainty and provisionality are dominant aspects of the urban condition.
I denne artikkelen undersøker jeg hvordan språkkartlegging av flerspråklige barn påvirker pedagogen og den pedagogiske praksisen. Empirien i artikkelen bygger på observasjoner av ...kartleggingssekvenser og intervju med pedagoger. I analysen tar jeg utgangspunkt i det som ofte går under betegnelsen den norske barnehagemodellen, og begreper fra diskursteori og kritisk diskursanalyse. Analysen av det empiriske materialet viser at pedagogenes holdninger er forankret i diskursen om den norske barnehagemodellen. Samtidig er de positive til kartlegging. Samspillet under kartleggingen er preget av lite dialog i flere av observasjonene, og pedagogene ser ut til å sette sitt faglige skjønn til side. Det er imidlertid stor forskjell på kartleggingsverktøyene. Det empiriske materialet viser også eksempler på en mindre rigid kartleggingspraksis der barnet og pedagogen får større handlingsrom.Nøkkelord: disiplinering, diskurs, flerspråklige barn, språkkartlegging
Abstract With notable exceptions, central banking scholars typically pay little attention to collateral frameworks, and therein, to the haircuts applied to the collateral assets pledged to access ...central bank liquidity. One such exception, Kjell Nyborg (2017) argues that the collateral policies adopted by the European Central Bank (ECB) aggravated the sovereign debt crisis and put the survival of the euro at risk. Drawing on the money view, we argue that Nyborg’s critique of the ECB’s crisis response is misguided and that his proposal to deepen and reinforce the ECBs role in the fiscal disciplining of member states via its collateral framework would be procyclical and destabilizing. We identify core principles for collateral policies suitable to stabilise market-based financial systems: (i) countercyclical haircuts, (ii) suspension of collateral valuation practices; and should these not be sufficient to abate collateral market liquidity strains, (iii) outright purchases of collateral assets.
We investigate how market competition influences the way leaders discipline employees' ethical transgressions. A cross-sectional study among organizational leaders (Study 1) revealed that strong ...market competition is related to an instrumental decision frame (business practices are more focused on serving the organization's interest). This decision frame explains why strong market competition is related to leaders' perceptions of the evaluation of wrongdoing in terms of instrumental rather than moral concerns. Two experiments (Studies 2 and 3) show that increased market competition makes leaders' disciplining of ethical transgressions more contingent upon the transgression's instrumentality to the organization: the same ethical transgression is punished less when it resulted in profit than when it resulted in loss. This research is among the first to identify conditions that determine disciplinary responses of organization leaders to ethical transgressions, and it feeds the debate on whether market competition promotes the display of unethical behavior within organizations.
This article advocates the centrality of labour control to understand the constitutive role of labour and production within global production networks (GPNs). It draws from the global value chain/GPN ...literature, labour process theory and agrarian political economy to examine the architecture of labour control in the Senegalese–European horticultural GPN through an analysis of local labour control regimes that are constituted at different scales (global, national and local). It frames labour control through the interplay of labour exploitation and disciplining, identifying the different actors, institutions and dynamics shaping labour control and links places of production to broader spaces of labour control. The strong role of the Senegalese state indicates that labour control is closely connected to a broader ‘labour question’ that revolves around the productive/reproductive activities of households and gender subordination. The historical analysis shows the path-dependent, dialectical nature of labour control and labour resistance, and importantly, their dependency on broader production and reproduction relations.
A pilot quasi‐experimental study was conducted in which participants in the intervention group (n = 31) received positive learning environment through Positive Disciplining (PLEPD) module, while ...those in the control group (n = 29) received routine training. Teachers' knowledge and attitude regarding corporal punishment (CP) and Beck Depression Inventory‐II (BDI‐II) were measured before (T0), immediately after (T1) and 3 months after the intervention (T2). Descriptive analysis and analysis of variance (ANOVA) were used to describe participants' characteristics and mean scores for knowledge and attitude among teachers. A total of 60 teachers completed the 16 hours training module. The overall response rate was >90%. Most participants recommended increasing the overall duration of the programme by reducing 4 to 2 hours per day, thus, increasing the period from 4 to 8 days of training. There were no differences between control and intervention groups at baseline regarding participant characteristics (p= > .05). The difference in depression (F = .0863, p = .357) and knowledge and attitude (F = 1.589, p = .213) scores among groups were not statistically significant. However, the mean score for knowledge and attitude followed a positive trend, increasing depression mean scores at T1 and T2. A positive disciplining programme is a feasible school intervention for public schools and may effectively reduce depression to ensure overall well‐being.
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