Police Crimes and Power Abuses

Reflecting broader trends in cities that had elected black mayors in the 1970s, Tom Bradley’s politics rested on a belief that law enforcement could provide equitable police service by committing to pluralist policies that were responsive to all city residents. As this chapter shows, however, reforms, such as diversifying the department, enhancing human relations training, and adopting community-oriented policing, provided only a semblance of civilian control of the police. As the police continued to aggressively police communities of color, it produced a new phase of anti–police abuse organizing, led by the Coalition against Police Abuse (CAPA), calling for an end to police crimes and power abuses. Some of the most notable demands were for an end to the use of the chokehold and for a police civilian review board.

The Evolution of Experiential Learning Theory: Tracing Lines of Research in the JEE

This essay introduces a collection of past articles from the Journal of Experiential Education ( JEE) focused on the concept of experiential learning. It outlines the historical trajectory of the concept beginning with human relations training practices beginning in 1946, as it came to be understood as a naturally occurring psychological process and a grounding for pedagogical reforms. The eight articles included in the issue reflect the way JEE authors have contended with problems arising from the concept’s departure from its origins in practice. We suggest that experiential learning’s evolution into a general theory was accomplished by decoupling it from its roots in a particular social practice and ideology, and then focusing on the concept’s technical problems. It is now important for researchers to revisit assumptions underpinning current theory and practice, situate research on experiential learning in wider practical and scholarly traditions, and develop new vocabularies concerning the relationship between experience and learning in educational programs.

Hearn, Gordon

Gordon Hearn (1914–1979) was an influential theoretician and group worker who introduced general systems theory into social work. He taught and wrote in the field of human relations training at Berkeley and Portland State University.

What should we do with school bullies?

For many counsellors and teachers who are concerned about the so-called bully/victim problem in schools, what to do with the school bully is the central issue. One might wish otherwise. It is sometimes argued that if more time and effort were spent in preventing bullying through the development of appropriate policies in schools and the encouragement of prosocial behaviour, the problem would simply not arise. Yet it must be admitted that even with the most enlightened school discipline policies and the most thoughtfully conceived human relations training programs, schools continue to report cases of bullying and harassment with which they must deal.