Observing Youth Punishment in the Social Systems of Law and Education
Notice bibliographique
Résumé
This dissertation explores youth punishment in Canada in the social systems of law and education.My research contributes to work in the sociologies of youth, punishment, education, and law, youth justice, and social systems theory.The present study is guided by a concern that there is a need for a meaningful account of youth punishment in social systems.It specifically focuses on three problems in the sociological study of youth punishment: a gloomy state of theorizing; the absence of a more frontally distinct analysis of youth punishment beyond the realm of exclusion; and the underdevelopment of inter-systemic and intra-systemic features of youth punishment.This study confronts these issues with an exploratory qualitative analysis of how punishment operates in the social systems of law and education.The questions guiding this work include: 1) how are youth punished in the systems of law and education, and 2) in the context of youth punishment in social systems, are the social systems of law and education linked, influenced or coupled, and if so, how?My project is different from other scholarship in the field as it relies on insights from Niklas Luhmann's contemporary social systems theory.This theory argues that social systems operate communicationally and the world is made up of functionally differentiated systems.This framework points me to study the legal and educational communications of punishment.This perspective foregrounds the inter-systemic and intra-systemic features of youth punishment in law and education.While many important contributions focus on the effects of punishment (exclusion, harshness, inequality…) and what (over)determines punishment (race, culture, morality, fears, politics…), my work addresses the absence of an empirical and theoretical understanding of youth punishment from the point of view of social systems.My research highlights the peculiarities of punishment in the social systems of law and education, and shows how punishment can connect social systems.I expose how there are distinctly educational and distinctly legal features of youth punishment.First, I present a suite of intra-systemic features of punishment in law.The peculiarities of youth punishment in law are captured with law's focus on offering protection, distinguishing fools from fiends, observing the character and associated consequences of youth behaviour, and pursuing accountability.Second, I show the peculiarities of youth punishment in education by documenting education's focus on the locality of behaviour, school climate, and progressive discipline.Finally, I analyse how education and law are able to influence each other, which means that law can productively make use of education and education can productively make use of law.My study provides the opportunity to be cognizant of the day-to-day workings of legal and educational punishment and the interactions between these two systems.This research shows that more attention could be paid to both the peculiarities of different social systems where punishment unfolds and the connections between social systems when punishing.
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Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,003 | 0,006 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,002 |
| Études des sciences et des technologies | 0,007 | 0,008 |
| Communication savante | 0,003 | 0,003 |
| Science ouverte | 0,001 | 0,005 |
| Intégrité de la recherche | 0,001 | 0,002 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,002 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».