File #2444: "2018_Book_YouthJusticeAndMigration.pdf"
Text
1|Abstract|12
1|Preface|5
1|Contents|8
1|Prologue|14
1|1 Introduction|19
2|Bibliography|27
1|2 Working Premises and Methods: Discriminatory Practices of Youth Justice as Epistemology|29
2|Introduction|29
2|The Mixed Youth-Justice Model in Belgium|30
2|The Social Organisation of Youth Justice|32
2|Disparity Studies and ‘Folk Concepts’: Similar Topics, Different Epistemes|34
2|Discrimination as Epistemology|40
2|A Discursive Approach|43
2|What’s the Problem Represented (Constituted) to Be?|48
2|Methodological Choices|53
3|Data Sources|53
3|Sampling|61
3|Data Coding and Analysis|63
3|Quality Criteria|63
3|Ethics|66
2|The Case Studies: A Brief Background|67
3|Slovak and Czech Roma|69
3|Northern Caucasus|72
2|Bibliography|77
1|3 War-Torn Children and Criminal Vagabonds|87
2|Introduction|87
2|Offences of Which Youth Are Suspected|88
2|War-Torn Children|90
3|The Constitutive Elements of WTC Discourses and Their Mobilisation|90
3|Ways to Proceed, Inferred from the Assumptions of WTC Discourses|98
3|Identifying the ‘Case’|100
2|Criminal Vagabonds|104
3|Assessing the Nature and the Modalities of the Offences|106
3|Visibility and Targeting|109
3|Defining and Framing Roma Youth|112
3|Self-Positioning|116
3|Identification Issues|117
3|Mobility and Escapism|118
3|Normative Detachment|126
2|Conclusions: Assumptions and Implications of WTC and CV Discourses|128
2|Bibliography|131
1|4 Age, Agency, Responsibility|133
2|Introduction|133
2|Age Determination for Legal Purposes|134
2|On the Periphery of Child–Adult|143
3|Age-Appropriate Behaviour|143
3|Agency and Responsibility|146
2|Conclusions: Becoming Adults?|151
2|Bibliography|152
1|5 Living Up to ‘Good Family’ Ideals|155
2|Introduction|155
2|Presence of a Family|157
2|Expectations of Family Ties and Structures|159
2|Cooperation, Disapproval and Appropriate Emotional Reactions|164
2|Supervision, Morality and Upbringing Style|169
2|The Meaning of Family Problematisations in Youth-Justice Practice|174
2|Conclusions: Who Qualifies as a ‘Good Family’ in Youth Justice?|177
2|Bibliography|180
1|6 The Significance of School-Based Reports|183
2|Introduction|183
2|Entextualisation|185
2|Recognising Education Problems (of Roma)|186
2|The Presence and Weight of School Discourses in Youth Justice|187
2|Problems of Education or of Individuals?|190
2|School Discourses in Assessments of Personalities and Behaviour|194
2|School-Based Assessments in Evaluations of Court Interventions|197
2|On the Stability of Positioning and Othering|200
2|Conclusions: School Problems Recast as ‘Delinquency’ Problems?|203
2|Bibliography|205
1|7 Discursive Harms|207
2|Introduction|207
2|Highlighting Ethnicity, Culture and Migration in Youth-Justice Discourses|208
2|Discursive Harms|214
2|Change of Discourse Equals Change of Heart?|220
3|Raising Awareness of Language|221
3|Getting Rid of Static Essentialist Definitions of ‘Culture’|222
3|The Need for Ambiguity and Abstraction|222
3|Hearing Discordant Voices and Primary Sources|224
4|Visual Accounts|225
4|Counter-Narratives and Challenges|225
4|Linguistic Explicitness|226
4|Talking Back|226
4|Awareness of Language|227
2|On the Norms Guiding Youth-Justice Assessments: A Speculation|228
2|Bibliography|230
1|8 Practising Youth Protection|233
2|Introduction|233
2|Best Interests: Selective Practices, Ambiguous Models|234
2|The Quest for Specialisation: (In)Sensitivity to Diversity|244
2|Bibliography|249
1|9 Conclusions|253
2|Paths for Further Research|258
2|Bibliography|261
1|Bibliography|264
1|Index|283
1|Preface|5
1|Contents|8
1|Prologue|14
1|1 Introduction|19
2|Bibliography|27
1|2 Working Premises and Methods: Discriminatory Practices of Youth Justice as Epistemology|29
2|Introduction|29
2|The Mixed Youth-Justice Model in Belgium|30
2|The Social Organisation of Youth Justice|32
2|Disparity Studies and ‘Folk Concepts’: Similar Topics, Different Epistemes|34
2|Discrimination as Epistemology|40
2|A Discursive Approach|43
2|What’s the Problem Represented (Constituted) to Be?|48
2|Methodological Choices|53
3|Data Sources|53
3|Sampling|61
3|Data Coding and Analysis|63
3|Quality Criteria|63
3|Ethics|66
2|The Case Studies: A Brief Background|67
3|Slovak and Czech Roma|69
3|Northern Caucasus|72
2|Bibliography|77
1|3 War-Torn Children and Criminal Vagabonds|87
2|Introduction|87
2|Offences of Which Youth Are Suspected|88
2|War-Torn Children|90
3|The Constitutive Elements of WTC Discourses and Their Mobilisation|90
3|Ways to Proceed, Inferred from the Assumptions of WTC Discourses|98
3|Identifying the ‘Case’|100
2|Criminal Vagabonds|104
3|Assessing the Nature and the Modalities of the Offences|106
3|Visibility and Targeting|109
3|Defining and Framing Roma Youth|112
3|Self-Positioning|116
3|Identification Issues|117
3|Mobility and Escapism|118
3|Normative Detachment|126
2|Conclusions: Assumptions and Implications of WTC and CV Discourses|128
2|Bibliography|131
1|4 Age, Agency, Responsibility|133
2|Introduction|133
2|Age Determination for Legal Purposes|134
2|On the Periphery of Child–Adult|143
3|Age-Appropriate Behaviour|143
3|Agency and Responsibility|146
2|Conclusions: Becoming Adults?|151
2|Bibliography|152
1|5 Living Up to ‘Good Family’ Ideals|155
2|Introduction|155
2|Presence of a Family|157
2|Expectations of Family Ties and Structures|159
2|Cooperation, Disapproval and Appropriate Emotional Reactions|164
2|Supervision, Morality and Upbringing Style|169
2|The Meaning of Family Problematisations in Youth-Justice Practice|174
2|Conclusions: Who Qualifies as a ‘Good Family’ in Youth Justice?|177
2|Bibliography|180
1|6 The Significance of School-Based Reports|183
2|Introduction|183
2|Entextualisation|185
2|Recognising Education Problems (of Roma)|186
2|The Presence and Weight of School Discourses in Youth Justice|187
2|Problems of Education or of Individuals?|190
2|School Discourses in Assessments of Personalities and Behaviour|194
2|School-Based Assessments in Evaluations of Court Interventions|197
2|On the Stability of Positioning and Othering|200
2|Conclusions: School Problems Recast as ‘Delinquency’ Problems?|203
2|Bibliography|205
1|7 Discursive Harms|207
2|Introduction|207
2|Highlighting Ethnicity, Culture and Migration in Youth-Justice Discourses|208
2|Discursive Harms|214
2|Change of Discourse Equals Change of Heart?|220
3|Raising Awareness of Language|221
3|Getting Rid of Static Essentialist Definitions of ‘Culture’|222
3|The Need for Ambiguity and Abstraction|222
3|Hearing Discordant Voices and Primary Sources|224
4|Visual Accounts|225
4|Counter-Narratives and Challenges|225
4|Linguistic Explicitness|226
4|Talking Back|226
4|Awareness of Language|227
2|On the Norms Guiding Youth-Justice Assessments: A Speculation|228
2|Bibliography|230
1|8 Practising Youth Protection|233
2|Introduction|233
2|Best Interests: Selective Practices, Ambiguous Models|234
2|The Quest for Specialisation: (In)Sensitivity to Diversity|244
2|Bibliography|249
1|9 Conclusions|253
2|Paths for Further Research|258
2|Bibliography|261
1|Bibliography|264
1|Index|283