Policing in Schools - Dr Remi Joseph-Salisbury

  In recent years there have been repeated high-profile calls to increase the number of school-based police officers. Whilst police are becoming an increasingly normalised presence in British schools, there is a need for closer scrutiny of the potential problematics of this development. Wider evidence of institutional racism in both policing and schooling, suggests that the presence of police in schools may raise issues in terms of race and racism. There are also issues with regard to social class and other structural factors, including disability and sexuality. In this session, we explore the issue of police in schools with a particular focus on racism. We will explore recent evidence on police in schools, in order to better understand this contemporary issue. Readings Connelly, L., Legane, R., and Joseph-Salisbury, R. 2020. Connelly, L., Legane, R., and Joseph Salisbury, R. 2020. Decriminalise the Classroom: A community response to police in Greater Manchester schools, No Police in Schools. Nijjar, J. 2020. Police–school partnerships and the war on black youth, Critical Social Policy . Joseph-Salisbury, R. 2020. Race and Racism in English Secondary Schools, Runnymede Trust. ACLU (American Civil Liberties Union) (2017) Bullies in Blue: The Origins and Consequences of School Policing. New York: ACLU. Henshall, A. 2018.Are police officers in schools a force for good? Schools Week, 26th May 2018. Chechi-Ribeiro, V. 2020. Why the Police Have No Place in Schools, The Guardian, 5th September, 2020. Resources No Police in Schools Surviving Society Podcast – Racism and Police in Schools Questions for Discussion How can wider evidence on institutional racism inform our explorations of police in schools? What are some of the key issues with the increased presence of police in schools? What alternatives can we think of to police in schools? Using our imaginations, and our own experiences, what kind of learning environments can we envision to improve the educational experiences of young people?

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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.