Surveillance Schools: Security, Discipline and Control in Contemporary Education (Crime Prevention and Security Management)

Surveillance Schools: Security, Discipline and Control in Contemporary Education (Crime Prevention and Security Management)

Emmeline Taylor

Language: English

Pages: 141

ISBN: B011SJBKLY

Format: PDF / Kindle (mobi) / ePub


With the growth of surveillance technologies globally, Taylor focuses on the phenomenon of the Surveillance School and explores the impact that continual monitoring is having upon school children, education and society.

Surveillance Schools are characterised by routine practices that identify, verify, categorise and track pupils. With biometric technologies such as fingerprinting and iris scanning, CCTV, microchips in ID cards and 'smart uniforms', metal detectors and police officers patrolling the school corridors with sniffer dogs, it is clear that schools have become increasingly fortified.

Taylor outlines the phenomenon of the Surveillance School, mapping the driving forces behind them and analyses the impact. The evidence emerging from empirical studies suggests that often these technologies do little to safeguard young people, do not represent financial savings or increased efficiency, but serve to strip pupils of their privacy, undermine their trust in others and create an atmosphere of suspicion.

This insightful research ultimately questions whether the incessant use of omnipresent technological surveillance has the ability to displace the very building blocks of democratic society. Taylor presents the school as a microcosm of society and invites us to experience a prophetic glance into the future of the surveillance society.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

over, and how these are used alongside other strategies, such as security screening, personal searches and zero tolerance of some types of behaviour to instil a negative culture to the environment in which children are educated. Via her own work on CCTV in schools, she highlights the ways in which children felt it ‘undermines privacy’ and contributes to a ‘manifestation of mistrust’, having a ‘chilling effect’ on creativity, while simultaneously initiating a process of ‘distanciation’ (denying

to identify changes in the actual frequency of incidents, it is impossible to comment on whether the perception amongst teachers (CCTV improved pupil safety) or pupils (CCTV did not increase their safety) was more accurate. Such mixed views are similarly reflected in evaluation research on the effectiveness of CCTV.3 cctv and displacement Spatial displacement is when a crime is shifted from one location to another, typically because of ‘target hardening’ (referring to the increased security

to be taught in the post-industrial school beyond the correspondence between discipline and the workplace. As the neoliberal proclivity ‘seeks to bring all human action into the domain of the market’59 students are recast as ‘human capital’60 and the Surveillance School endeavours to sort them into two ideal types: complacent ‘worker-consumers’ and ‘market rejects’. It is the latter which require increased surveillance, containment and control. The Surveillance School reflects the ‘emergence of a

West Lothian. We believe that we can help reduce the possibility of such future tragedies and so wish to bring to your attention our new anti-truancy and first day contact system that is already in use by some schools in the UK. I appreciate that you would not normally spotlight one type of technology from an unsolicited email, but our parent company, Anteon UK has worked with government departments on a number of occasions, and I genuinely feel that we are better placed than many to assist you

‘City watching: closed circuit television surveillance in public spaces’, Area 28 (1): 37–46. Gallagher, M. (2010) ‘Are schools Panoptic?’, Surveillance & Society 7 (3/4): 262–72. Garland, D. (1997) ‘“Governmentality” and the problem of crime: Foucault, criminology, sociology’, Theoretical Criminology 1 (2): 173–214. Garland, D. (2001) The Culture of Control: Crime and Social Order in Contemporary Society. Chicago: University of Chicago Press. Gerada, C. (2005) ‘Random drug testing in schools’,

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