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  • 1
    Article
    Article
    Stumbling on the rehabilitation gold? Foucault vs. Foucault in San Quentin and beyond (2017)
    Show associated volumes/articles
    In:  Ethnography Vol. 18, No. 4 (2017), p. 471-492
    Details
    ISSN: 1466-1381
    Language: English
    Titel der Quelle: Ethnography
    Publ. der Quelle: London : Sage
    Angaben zur Quelle: Vol. 18, No. 4 (2017), p. 471-492
    DDC: 390
    Abstract: This article examines GRIP, a rehabilitation program currently spreading through California’s state prison system. While most ‘violent offenders’ come to GRIP hoping to increase chances of parole, this yearlong program with four main components – stopping violence, mindfulness, emotional intelligence, understanding victim impact – is meant to create conditions in which inmates can ‘do the work’ leading to genuine transformation. A central claim is that due in part to the trauma-treatment model GRIP follows, inmates end up ‘stumbling on the gold’ and going through changes (involving recovery of an ‘authentic self ’ rooted in childhood) that helps enable skillful responses even to ‘moments of imminent danger’. Understandably, researchers of such programs may seek theoretical inspiration from the ‘dominant’ version of Foucault. Yet this paper sets out to change the conversation about prisons and rehabilitation in part by demonstrating the utility of the ‘other’ Foucault’s pragmatic recovery of body-based self-disciplining practices and regimes.
    Note: Copyright: © The British Association of Hand Therapists Ltd 2017
    DOI: 10.1177/1466138116686803
    URL: Volltext
    URL: http://journals.sagepub.com/doi/full/10.1177/1466138116686803
    Library Location Call Number Volume/Issue/Year Availability
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  • 2
    Book
    Book
    Toxic schools : high-poverty education in New York and Amsterdam (2013)
    Chicago, Ill. [u.a.] : Univ. of Chicago Press
    Details
    ISBN: 9780226066387 , 9780226066417
    Language: English
    Pages: XXI, 301 S.
    Series Statement: Fieldwork encounters and discoveries
    DDC: 370.9173/209747
    RVK:
    DU 2502
    RVK:
    DU 2509
    RVK:
    DU 6002
    RVK:
    DU 6009
    Keywords: Urban schools ; Urban schools ; Low-income high school students ; Low-income high school students ; Education, Urban Social aspects ; School violence ; New York ; Amsterdam ; Stadtschule ; Schüler ; Unterprivilegierung ; Gewalt
    Abstract: Introduction: getting situated -- Recognizing the real, restructuring the game -- Episodic violence, perpetual threats -- Exile and commitment -- Survival of the nurtured -- The tipping of classrooms, teachers left behind
    Description / Table of Contents: Introduction: getting situated -- Recognizing the real, restructuring the game -- Episodic violence, perpetual threats -- Exile and commitment -- Survival of the nurtured -- The tipping of classrooms, teachers left behind.
    Note: Literaturverz. S. [283] - 293
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