scholarly journals Documenting State Violence: (Symbolic) Annihilation & Archives of Survival

2018 ◽  
Vol 2 ◽  
pp. 7
Author(s):  
Gabriel Daniel Solis
Keyword(s):  
Law Enforcement ◽  
State Violence ◽  
Community Based ◽  
Transformative Justice ◽  
Symbolic Annihilation ◽  
Memory Work ◽  
Counter Narratives ◽  
The Social ◽  
The Us ◽  
Auto Ethnography

This essay explores symbolic annihilation in the context of state violence, including policing, incarceration, and the death penalty in the US. Using auto-ethnography to reflect on the work of the Texas After Violence Project (TAVP) and other community-based documentation and archival projects, I argue that the personal stories and experiences of victims and survivors of state violence are critical counter-narratives to dominant discourses on violence, criminality, and the purported efficacy of retributive law enforcement and criminal justice policies and practices. They also compel us to engage with complex questions about victimhood, disposability, and accountability. Building on the work of activists and archivists engaged in liberatory memory work, I also argue that counter-narratives of state violence confront and challenge the social, cultural, and ideological power of symbolic annihilation. Because these counter-narratives are under constant threat of being suppressed, co-opted, or silenced, they are forms of endangered knowledge that must be protected and preserved. Finally, I reflect on ‘archives of survival,’ repositories of stories and other ephemera of tragedy that contribute to envisioning and achieving transformative justice.

A Comparative Study on the Curriculum in the Community-Based Chinese Heritage Language (CHL) Schools and Dual Language Immersion (DLI) Program

2021 ◽  
pp. 1170-1227
Author(s):  
Shizhan Yuan
Keyword(s):  
Social Studies ◽  
Extracurricular Activities ◽  
Heritage Language ◽  
Local Community ◽  
Language Immersion ◽  
Cultural Learning ◽  
Community Based ◽  
The Social ◽  
The Us ◽  
Chinese Heritage Language

This chapter compares and contrasts the curriculum, pedagogy, instructional materials, and extracurricular activities in a community-based CHL school and a Chinese-English DLI program in a southeast state of the US to discern how each is promoting Chinese immigrant children's heritage language and cultural learning. The author also explored how each school was supported by the local community. The result of this study indicates that the curriculum of the community-based CHL school was more focusing on teaching heritage culture as well as the reading and writing of Chinese words. In the Chinese-English DLI program, its cultural study curriculum in the social studies classes was more focused on the US citizenship education. However, in the social studies classes, teachers in the DLI program were able to integrate more Chinese literacy learning activities into the subject content instruction.

Coupling law enforcement and community-based regulations in support of compliance with biodiversity conservation regulations

2020 ◽  
Vol 47 (2) ◽  
pp. 104-112 ◽  
Author(s):  
Fidelis Akunke Atuo ◽  
Jun Fu ◽  
Timothy John O’Connell ◽  
Jonathan Akomaye Agida ◽  
Jennifer Arubemi Agaldo
Keyword(s):  
Law Enforcement ◽  
Social Norms ◽  
Protected Areas ◽  
Community Involvement ◽  
Household Income ◽  
Community Based ◽  
Local Behaviour ◽  
The Social ◽  
High Prevalence ◽  
Illegal Activities

SummaryThe scope and scale of wildlife crimes around the world have risen in intensity and complexity, yet current enforcement strategies have often not delivered desired effects on illegal activities, even within protected areas. Tackling the array of illegal activities by emphasizing law enforcement above other options is challenging and potentially unsustainable. We explored the potential for social norms, community regulations and socioeconomic factors to promote compliance with wildlife laws by interviewing 334 respondents in 28 villages that share boundaries with protected areas in Nigeria. Using an anonymous direct questioning approach, we recorded a high prevalence of non-compliance behaviours in all studied communities. Injunctive norms (i.e., perceptions of acceptable behaviour within a social group) significantly predicted compliance, as respondents with no complicit friends or family members were more likely to comply with wildlife regulations. Perceived likelihood of community-level sanctions played a more salient role than the fear of arrest by rangers in influencing compliance. In addition, non-compliance increased with number of dependents, but reduced with average monthly household income. Our study demonstrates that clear knowledge of the social norms that drive local behaviour as well as the authorities that enforce them is integral to understanding the forces that drive community involvement and participation in conservation. Incorporating local communities in planning enforcement interventions may help protect threatened species and landscapes.

Beyond the “Pine Pig”

2020 ◽  
Vol 2020 (137) ◽  
pp. 96-118
Author(s):  
Toby Beauchamp
Keyword(s):  
Law Enforcement ◽  
National Parks ◽  
National Park ◽  
Environmental Control ◽  
State Violence ◽  
Popular Discourse ◽  
The Us

Abstract This article shows how the US national park ranger comes to function simultaneously as friendly, educational caretaker and as policing authority forged through and upholding state violence. It argues that long-standing government and popular discourse distinguishing rangers from “real” police naturalizes and actively supports the ranger’s authoritative role in hierarchies of power. This framework further obscures the violent mechanisms of social and environmental control that underwrite the national parks as such. At the same time, however, the article suggests that persistent efforts to distinguish rangers from law enforcement create an opportunity to practice collaborative and anti-authoritarian forms of protection.

scholarly journals If You See Something, Say Something: Lateral Surveillance and the Uses of Responsibility

2012 ◽  
Vol 10 (3/4) ◽  
pp. 235-248 ◽  
Author(s):  
Joshua Reeves
Keyword(s):  
Community Based ◽  
Norman Conquest ◽  
Neighborhood Watch ◽  
The Public ◽  
Community Based Programs ◽  
The Social ◽  
The Us ◽  
The Relationship ◽  
Point Of Departure

The US Department of Homeland Security’s new “If You See Something, Say Something” campaign displays a renewed drive to redistribute surveillance responsibilities to the public. Using this campaign as its point of departure, this article examines the relationship between conditions of sovereign governance and public lateral surveillance campaigns. As the police and other sovereign institutions have receded from their traditional public responsibilities, many surveillance functions have been assumed by the lay population via neighborhood watch and other community-based programs. Comparing this development with the policing functions of lateral surveillance during the Norman Conquest, this article provides a historically grounded analysis of the potential for this responsibilization to fracture the social by transforming communal bonds into technologies of surveillance power.

Four Lessons Learned From School Nurses in New Jersey About Building a Culture of Health

2017 ◽  
Vol 33 (2) ◽  
pp. 106-108
Author(s):  
Robert Atkins
Keyword(s):  
New Jersey ◽  
Law Enforcement ◽  
Social Determinants Of Health ◽  
Social Determinants ◽  
School Nurses ◽  
Lessons Learned ◽  
Community Based ◽  
Community Stakeholders ◽  
The Social ◽  
Community Residents

Building a Culture of Health will give all members of our society the opportunity to lead healthier lives. To achieve this aim, more stakeholders in the community—residents, elected officials, community-based nonprofits, law enforcement, and schools—need to be engaged in addressing the health challenges in our communities. Moreover, all community stakeholders have to think and act “upstream” by addressing the social determinants of health in their communities. Discussed in this article are some of the lessons that are being learned from the “upstream” actions of school nurses in New Jersey about building a Culture of Health.

Social Reactions and Women’s Decisions to Report Sexual Assault to Law Enforcement

2019 ◽  
Vol 26 (5) ◽  
pp. 399-416
Author(s):  
Anne P. DePrince ◽  
Naomi Wright ◽  
Kerry L. Gagnon ◽  
Tejaswinhi Srinivas ◽  
Jennifer Labus
Keyword(s):  
Law Enforcement ◽  
Sexual Assault ◽  
Emotional Support ◽  
Community Based ◽  
Social Reactions ◽  
The Social ◽  
Informal Supports

Following sexual assault, little is known about how the social reactions women receive from informal supports and community-based providers relate to decisions to report to law enforcement. Among 213 diverse women who had disclosed a recent sexual assault to a community-based provider, 56% reported to law enforcement. Law enforcement reporting was associated with more positive (tangible aid) and less negative (distraction, being treated differently) reactions from informal supports and more tangible aid and less emotional support from community-based providers. Tangible aid from community-based providers predicted law enforcement reporting over the subsequent 9 months among women who had not initially reported.

scholarly journals Fostering Spaces for Black Joy in STEM-Rich Making and Beyond

2021 ◽  
Vol 4 (2) ◽  
pp. 118-134
Author(s):  
Ti'Era D Worsley ◽  
ReAnna S Roby
Keyword(s):  
Critical Race Theory ◽  
Black Youth ◽  
Black Girls ◽  
Open Spaces ◽  
Community Based ◽  
Video Recordings ◽  
Counter Narratives ◽  
The Us ◽  
Boys And Girls Clubs ◽  
Whiteness As Property

What does it mean to express Black joy and loving blackness through STEM-rich making? What does it mean for Black youth in community-based, youth-focused makerspaces to express Black joy and loving blackness? We look at how Black youth alongside their facilitators co-create spaces of Black joy through making. These makerspaces are located at two local Boys and Girls Clubs in the US Midwest and the Southeast. Makerspaces are informal sites where youth are encouraged to work collaboratively while building digital and physical artifacts. As two Black female STEM educators working with Black youth we frame our work in critical race theory. Specifically we draw on the tenets of whiteness as property and counter-narratives. Using critical ethnographic methods, we explore the ways in which Black youth produce counter-narratives that disrupt whiteness as property through STEM-rich making. Data sources include fieldnotes; artifacts, such as youth work; interviews; and video recordings. The first vignette highlights how two Black girls navigate choosing and creating characters using Scratch. The second vignette focuses on a brother and sister duo who center their making on family and their shared maker identity. We then discuss the freedoms afforded to youth with flexible co-designed curriculum with facilitators and how we foster open spaces. We address this special issue’s driving question by asking, How do we, as STEM facilitators, counter anti-blackness in/through STEM by fostering space for Black joy with youth in making?

“There Was No Spartacus Here”: Norma Montoya and Art as Abeyance in the Estrada Courts Mural Program

2015 ◽  
Vol 2 (2) ◽  
Author(s):  
Jonathan D. Gomez
Keyword(s):  
Focal Point ◽  
Social Identities ◽  
Art Making ◽  
Community Based ◽  
Us Southwest ◽  
The Social ◽  
Community Based Art ◽  
The Us ◽  
Community Organizers ◽  
Material Conditions

The social processes that link collective art making to social movement activism enable community-based art making to serve as a key mechanism for art-based community making. Chicana/o mural art has been an important register of ordinary people’s self-active creativity, of their determination to create new democratic social spaces and new social identities capable of effecting social change based on egalitarian principles. When they are not painting on walls, mural artists hold various jobs and fulfill diverse roles as teachers, community organizers, and unofficial archivists. They do their work in solidarity with all aggrieved groups, especially young people who confront unfavorable material conditions in their neighborhoods. The collective mural-making practices of artists in the Chicana/o mural movement throughout the US Southwest during the 1970s offer an important focal point for understanding the practice and promise of intergenerational transfers of knowledge, collective art making, and self-active creativity not directly controlled by powerful institutions and social groups.

scholarly journals Museums, Memory, and the Just Nation in Post-Civil War El Salvador

2015 ◽  
Vol 13 (3) ◽  
pp. 266-279 ◽  
Author(s):  
Robin DeLugan
Keyword(s):  
Civil War ◽  
El Salvador ◽  
State Violence ◽  
Truth Telling ◽  
Memory Work ◽  
Culture History ◽  
New Public ◽  
The Social ◽  
Commission Report ◽  
High Level

In 1992 El Salvador ended a 12-year civil war infamous in part for the high level of state violence against innocent civilians. A United Nations Truth Commission report, which detailed these and other excesses, recommended that state and society commemorate the war and its violence to advance the establishment of a more just nation. The postwar government did construct an impressive new National Museum of Anthropology to actively promote national culture, history, and identity. However, this important museum remains silent about the civil war. In contrast, new public—though not official - museums and monuments are finally bringing attention to the civil war and past state violence. This paper explores the social memory work of non-official museums, arguing that by combating silence and forgetting, their truth-telling aims to shape ideas about the nation and improve state-society dynamics.

A Comparative Study on the Curriculum in the Community-Based Chinese Heritage Language (CHL) Schools and Dual Language Immersion (DLI) Program

2019 ◽  
pp. 139-196
Author(s):  
Shizhan Yuan
Keyword(s):  
Social Studies ◽  
Extracurricular Activities ◽  
Heritage Language ◽  
Local Community ◽  
Language Immersion ◽  
Cultural Learning ◽  
Community Based ◽  
The Social ◽  
The Us ◽  
Chinese Heritage Language

This chapter compares and contrasts the curriculum, pedagogy, instructional materials, and extracurricular activities in a community-based CHL school and a Chinese-English DLI program in a southeast state of the US to discern how each is promoting Chinese immigrant children's heritage language and cultural learning. The author also explored how each school was supported by the local community. The result of this study indicates that the curriculum of the community-based CHL school was more focusing on teaching heritage culture as well as the reading and writing of Chinese words. In the Chinese-English DLI program, its cultural study curriculum in the social studies classes was more focused on the US citizenship education. However, in the social studies classes, teachers in the DLI program were able to integrate more Chinese literacy learning activities into the subject content instruction.

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