Policing in Postcolonial Continental Europe - Dr Vanessa E. Thompson

The global protests and mobilisation for Black lives crystallised around policing, although simultaneously pointing at the broader dimensions of criminalisation and control of especially Black and other racialised poor folks and communities. The protests unfolded globally very quickly, also in many parts of continental Europe such as Germany, France and Switzerland. In this session, we explore the differential logics of policing in Europe, which are connected to the histories of empire, colonialism and racial gendered capitalism. We consider the functions and logics of policing, its relation to violence and safety and explore possible alternatives. Reading Eddie Bruce-Jones (2014), “German policing at the intersection: race, gender, migrant status and mental health”, Race & Class, 56(3): 36-49. Frantz Fanon (1963), The Wretched of the Earth, New York: Grove. Muschalek, Marie (2019), Violence as Usual: Policing and the Colonial State in German Southwest Africa, Ithaca, Cornell University Press. Simone Browne (2015), Dark Matters: On the Surveillance of Blackness, London: Duke University Press. Stuart Hall et al. (1978), Policing the Crisis. Mugging, the State, and Law an Order, London: Palgrave. Vanessa E. Thompson (2018), “There is no justice, there is just us! Ansätze zu einer postkolonial-feministischen Kritik der Polizei am Beispiel von Racial Profiling“, in: Daniel Loick (Ed.): Kritik der Polizei, Frankfurt/Main: Campus, pp. 197-221. (English translation to be published in: Michael J. Coyle and Mechthild Nagel (Ed.): Contesting Carceral Logic: Knowledge and Praxis in Penal Abolition). Resources Abolitionist Futures. Defund Police. Questions What is the significance of the differential logic of policing to our understanding of safety? What are further intersectional systems of oppression that play into policing (such as gender or migration status)? What could make communities safe? What are possible alternatives to policing?

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Sociology is based on a conventional view of the emergence of modernity and the ‘rise of the West’. This privileges mainstream Euro-centred histories. Most sociological accounts of modernity, for example, neglect broader issues of colonialism and empire. They also fail to address the role of forced labour alongside free labour, issues of dispossession and settlement, and the classification of societies and peoples by their ‘stages of development’. The Connected Sociologies Curriculum Project responds to these challenges by providing resources for the reconstruction of the curriculum in the light of new connected histories and their associated connected sociologies. The project is designed to support the transformation of school, college, and university curricula through a critical engagement with the broader histories that have shaped modern societies.