Thesis (Ph.D.)--University of the Witwatersrand, Faculty of Arts, 1989. / This dissertation explores the establishment of reformatories and industrial schools in South Africa between 1882 and 1939. It focuses on the political and economic context of their emergence; the social and ideological construction of delinquency and the child in need of care; the relationship of the class, colour and gender divisions in the reformatory and industrial school system to the wider racial and sexual division of labour in a colonial order, and the implications and significance of the transfer of these institutions from the Department of Prisons to the Department of Education in 1917 and 1934 respectively Thematically, the study is divided into three parts. Part One composing chapters one. two. three, four, five and six situates the reformatory and industrial school in their political and economic, social and ideological context. Beginning with the origins of the reformatory in the nineteenth century Cape Colony it then shifts focus to the Witwatersrand where the industrial revolution re-shaped and brought into being new social forces and institutions to deal with children defined as delinquent or in need of care. It also examines the place of the reformatory and industrial school in relation to the wider system of legal sanctions and welfare methods established during this period for the white and black working classes by a segregationist state. Part Two comprising chapters seven, eight, nine and ten contrasts and compares social practices in the institutions in terms of class, colour and gender between 1911 and 1934. Included here is a consideration of the different methods of discipline and control, conditions, education and training, and system of apprenticeship provided for black and white, male and female inmates Responses of inmates to institutionalisation are explored in the final chapter of this section. The third section comprises chapters eleven (a) and (b) and chapter twelve These chapters expand on themes developed in earlier sections for the period 1934-1939. Shifts in criminological thinking and changing strategies towards juvenile delinquency in the nineteen thirties are considered in chapters eleven a) and b). The final chapter examines the nature and significance of the changes brought about particularly by Alan Paton in the African reformatory, Diepkloof, between 1934 and 1939 The conclusion provides an overview of the main arguments of each section.

This thesis is an investigation of the Philanthropic Society (est. 1788) and Refuge for the Destitute (est. 1804), two subscription charities established to prevent crime and reform members of the “criminal underclass” in London, England. This thesis engages the perspectives of both benefactors and beneficiaries, arguing that beneficiaries (or “objects”) were not passive participants in the charitable exchange, but actively sought to manipulate the institutions’ systems to secure their own desires —desires which did not always align with those of their benefactors. The introductory chapter explores the social, economic, and political conditions which led benefactors to create the institutions and which informed their aims and methods. The first chapter examines the strategies used by objects to secure charitable aid on their own terms. The post-institutional conduct of beneficiaries is the focus of the final chapter. Despite the intensive reformatory regimen of the Philanthropic and Refuge, a significant proportion of beneficiaries —at least one third— refused to fulfill benefactors’ expectations that they become law-abiding, industrious, and pious citizens. From the day of their application to the institutions to long after their departure, objects’ actions were informed by their own expectations and desires. / Social Sciences and Humanities Research Council of Canada (SSHRC)

Thesis (M.A.) University of Missouri-Columbia, 2006. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on August 28, 2007) Includes bibliographical references.

This study of the Philanthropic Society (later the Royal Philanthropic Society) sets out to explain how it survived during many shifts in thinking about the treatment of juvenile offenders in nineteenth-century Britain. The study also pays particular attention to relationships between the Society and the state, showing how the Society was gradually drawn into dependence on the state. The thesis begins with an overview of the Society's work prior to its decision to move from London to Redhill in 1849. Next it proceeds to a close study of the Society's work until the end of the century. The decision to concentrate on the Redhill Farm School reflects not only changing views about the reformation of young offenders, but also the financial imperatives which forced the Society along paths shaped by the state. Close attention is paid to the way Parliamentary inquiries and commissions, which in the mid-Victorian period tended to laud the Society as a model, later criticized it for lagging behind advanced thinking. Interwoven within this narratives are descriptions of the specific measures the Society took for training and caring for boys at Redhill. It explores the nature of unpaid labour, training and discipline enforced at the farm school. It also examines the variety of subjects taught during the years a boy would spend working within a strict discipline, and the methods used to enforce such discipline. Another subject worthy of extended consideration is the Society's enthusiasm for emigration to British colonies following a boy's term of incarceration. The thesis closes with an examination of how and why the Society lost its reputation as a leader in the treatment of young offenders in the late-Victorian period, as government imposed new rules and regulations. The overall argument is that the Society born as the result of moral panics about children at risk became a long-term survivor as the result of partnerships with the state.

Doctor Educationis / The primary task of this thesis is to explain the establishment of the 'correctional institution', the Ottery School of Industrues, in Cape Town in 1948 and the programmes of rehabilitation, correctional and vocational training and residential care that the institution developed in the period until 1968. This explanation is located in the wider context of debates about welfare and penal policy in South africa. The overall purpose is to show how modernist discourses in relation to social welfare, delinquency and education came to South Africa and was mediated through a racial lens unique to this country. In doing so the thesis uses a broad range of material and levels from the ethnographic to the documentary and historical. The work seeks to locate itself at the intersection of the fields of education, history, welfare, penalty and race in South Africa. / South Africa

The primary task of this thesis is to explain the establishment of the 'correctional institution', the Ottery School of Industrues, in Cape Town in 1948 and the programmes of rehabilitation, correctional and vocational training and residential care that the institution developed in the period until 1968. This explanation is located in the wider context of debates about welfare and penal policy in South africa. The overall purpose is to show how modernist discourses in relation to social welfare, delinquency and education came to South Africa and was mediated through a racial lens unique to this country. In doing so the thesis uses a broad range of material and levels from the ethnographic to the documentary and historical. The work seeks to locate itself at the intersection of the fields of education, history, welfare, penalty and race in South Africa.

Esta tesis aborda la construcción social de la alteridad y los fundamentos que la hacen posible. Circunscribe su análisis a los procesos de producción social de la desviación por parte de las instituciones que conforman el llamado campo social, en este caso, un Centro Educativo de Justicia Juvenil de régimen abierto. La pregunta principal que incardina la investigación es: ¿cómo la institución reformatoria cincela la figura del “joven delincuente”? O dicho de otro modo: ¿cómo se aprende a ser un “joven delincuente” en un centro correccional? El trabajo se estructura en torno a tres ejes medulares. El primero elucida la pedagogía correccional y las representaciones inferiorizantes de la categoría “menor infractor”. ¿Qué racionalidades, pero también qué automatismos prerreflexivos sustentan este modelo de intervención educativa? Estas cuestiones plantean un doble adentramiento que explora, por un lado, la dimensión pedagógica de la cárcel y, por otro, la dimensión carcelaria de la pedagogía, o cuanto menos, de un tipo de pedagogía. La segunda nervadura analiza los efectos o somatizaciones que el internamiento tiene en los jóvenes, prestando especial atención tanto a los efectos de verdad en los sujetos estigmatizados como a los modos a través de los cuales los internos colaboran con su propia dominación. Se intersectan aquí la noción de violencia simbólica de Pierre Bourdieu, aquella mediante la cual el subordinado se convierte en consentidor y cómplice de su propia sumisión, con la carrera moral de Erving Goffman, el proceso de socialización que siguen ciertos individuos para confirmar las expectativas que existen acerca de ellos como portadores de alguna anomalía que termina siendo asumida como propia y natural. El tercer y último eje, cartografía las estratagemas que los jóvenes despliegan para hacer frente a la sujeción institucional: un entramado de artimañas, desacatos, burlas y simulacros de adaptación con la que estos contrarrestan la sumisión y fijan unos ciertos límites al sometimiento. Diferentes formas de resistencia y contrapoder que, si bien no siempre tienen un carácter consciente, crítico y deliberadamente opositor, enfrentan el descrédito y la dominación, al tiempo que parecen reservar algo de uno mismo fuera del alcance de la institución. En última instancia, la investigación se vertebra a partir de un interés particular por el flujo y la decantación de la vida social, esto es, por los modos en los que ésta se reproduce de forma ininterrumpida. Auscultando el impulso interno que hace y rehace esa vida, esta tesis se adentra en el conatus sese conservandi spinoziano del mundo social; ese denuedo para seguir existiendo y perseverar, que nos muestra hasta qué punto la sociedad humana se compone, como señalara Herbert Blumer, de personas comprometidas en el acto de vivir, incluso, a pesar de la existencia de órdenes sociales desiguales y enfrentados. ¿Por qué el mundo dura? ¿Cómo se mantiene y reproduce un orden societario particular? ¿Qué mantiene unida a la microsociedad de la institución estudiada pese a su estructura de asimetrías? / This thesis focuses on the social construction of otherness and the fundamentals that make it possible. Its analysis is limited to the social production processes of deviation in the reformatory institutions of Juvenile Justice. The main question that introduces the research is: how the reformatory carves the figure of "youthful offender"? Or put in other words: how do they learn to be "youthful offenders" during their internment? The thesis is structured around three core axes. The first elucidates correctional pedagogy and its discredited representations of "juvenile offender" category. What rationalities, but also what automatisms support this educational intervention model? These questions raise a double examination: on the one hand, the educational aspect of prison and on the other, the prison dimension of pedagogy, or at least, a kind of pedagogy. The second axis analyzes the effects or somatizations of the internment in young, with special attention to the consequences of stigma and to the ways inmates collaborate with their own domination. We here intersect the Pierre Boudieu’s notion of symbolic violence and Erving Goffman’s moral career. The third axis maps the stratagems deployed by youth to resist institutional submission: a web of trickery, contempt, taunts and mock adaptation with which to counteract domination. Ultimately, the research is structured from a particular interest in the ways in which social life is played out without interruption. Auscultating the internal impulse that makes and remakes that life in the reformatory, this thesis explores the Spinozian sese conatus conservandi of the social sphere: the boldness to continue existing and persevering that shows how human society consists of people engaged in the act of living, despite the existence of antagonistic and unequal social orders (inmates vs. educators). How it maintains a particular societal order? What holds together a microsociety (in this case, the reformatory of our research) despite its structure of asymmetry?

The primary task of this thesis is to explain the establishment of the 'correctional institution', the Ottery School of Industrues, in Cape Town in 1948 and the programmes of rehabilitation, correctional and vocational training and residential care that the institution developed in the period until 1968. This explanation is located in the wider context of debates about welfare and penal policy in South africa. The overall purpose is to show how modernist discourses in relation to social welfare, delinquency and education came to South Africa and was mediated through a racial lens unique to this country. In doing so the thesis uses a broad range of material and levels from the ethnographic to the documentary and historical. The work seeks to locate itself at the intersection of the fields of education, history, welfare, penalty and race in South Africa.

No description available.

This study explores and critically analyses the lived experiences of female inmates in six selected prisons in Cameroon. The study contributes to the available knowledge regarding prison conditions from the perspectives of female inmates– a subject which has been under researched globally and has received little attention from researchers in Cameroon. The Cameroon Penitentiary Regulation (CPR) professes to be gender neutral and, therefore, it ignores the special needs of female inmates. The central research question is: How do the national policies and laws on prison conditions in Cameroon relate to the lived and narrated experiences of female inmates? The study is informed by two major frameworks, namely, Foucault’s analytical framework from his seminal work Discipline and Punish (1977) and a feminist analytical framework, standpoint feminism, which fills the gap in Foucault’s thesis that is largely devoid of gender analysis. The study is qualitative, using in-depth interviews and observations. It involved a sample of 38 research participants, comprising 18 female inmates, 18 prison staff members and two NGO representatives. The findings reveal that both international and national ratified policies are merely “paperwork”, lacking effective implementation in the prisons selected for this study. There is a general lack of infrastructural facilities in prisons and this prevents classification as suggested by the CPR 1992 and ratified international instruments. In general, there was a lack of educational and other training facilities in all the prisons visited. The few educational facilities available were those supported by NGOs and FBOs, suggesting that, without their presence in prisons, prison conditions would have been even more appalling than the findings revealed. Torture and corporal punishment were meted out to female inmates, regardless of the regular visits by human rights organisations to prisons. There are no provisions made for conjugal visits in the prisons. Same-sex relationships exist in Cameroonian prisons, either because of sexual preference or as a substitute for heterosexual relationships. The reform of the dated CPR 1992 and the Cameroon Penal Code 1967 is essential. Such reform should take into consideration both the specific needs of female inmates and current debates on the imprisonment of women. / Sociology / D. Litt. et Phil. (Sociology)