Class Notes (836,838)
Canada (509,920)
Sociology (3,253)
SOC101Y1 (985)
salole (2)
Lecture

January 17th.docx

4 Pages
90 Views
Unlock Document

Department
Sociology
Course
SOC101Y1
Professor
salole
Semester
Winter

Description
SOC310: Youth, Crime & Society Chapter 1: Introduction  Youth Crime pervades popular consciousness  Murder of Barb Danelesko is striking for its sensationalized media representations of youth violence and for iconic status - was used as evidence that young ppl are out of control  Ralph Klein called for death penalty for young offenders convicted of murder in adult court – sent a msg that youth crime would be punished severely  Politicians and citizens seem to be caught in ethos of youth crime and violence  Argue that the way a social problem is defined has profound implications for how individuals, groups, and social institutions react and respond to it - involves handling, regulation, mgmt. or control of youth and youth crime operate in conjuction in ways of knowing or discourses and sets of ideas  The Youth Criminal Justice Act (YCJA) – define youth as individuals btwn 12 -17 – but really is more broad; can include young ppl in mid-20s (serving youth sentences and/or affected by experiences in youth justice system  Practices of governance (what is done in response to youth crime) and rationalities of governance (why it is done)  Scholars have adopted Marxian praxis that knowledge should not simply exist for its own sake but should be used for social transformation – knowledge of social world should not be reserved for academics and found only in library books – but rather should be used to make change in society  Social justice praxis – process of critical reflection and social engagement, aimed at addressing systematic conditions of marginalization, exclusion and social inequality that lead to involvement of youth crime  Woolford – Praxis of Possibility – integral part of critical criminology; argue that the task to attend to suffering “  Youth crime is too often met w/ calls for more of the same and a stronger, harsher crack down  Critical Approaches Examines:  Societal perceptions of youth, youth crime and violence  Prevalence of youth victimization, youthful offending and violent behaviour  How youth justice system responds to youth and youth crime  Alienation, exclusion and marginalization of youth  Conditions of youth crime and the content of youth choices  Access to social support, services and institutional assistance  Questions of social (in)justice as they relate to race, class, gender  Implications, consequences, and effectiveness of YCJS Popular Consciousness of Youth Crime: Media & Popular Discourse  Knowledge claims about youth crime are widely circulating in society  Discourses have social consequences (what is said, by whom, and who is listening all have implications for group being discussed)  Media Discourse:  Categorized into news and information and entertainment  Use of term “gang” to describe group of youths involved in criminal activity and the increased attention on school violence in media misrepresents youth crime as mostly gang related  Presents 1 sided conversation filed with images and messages about youth crime  Members of general public digest, interpret based on own experiences  Explaining youth crime as an individual problem denies the structural and cultural barriers that youth say contribute to their actions  Popular Discourse:  General public tends to rely on media when dev beliefs, attitudes and opinions on subjects  Headlines and images present a sensationalized, decontextualized and individualized picture of youth crime that the public uses to frame own accounts of the problem  Can be divided into gossip and urban legend  Cohen’s Moral Panic – exaggerated attention, exaggerated events, distortion and stereotyping  Highlights role media plays in doing more than simply reflecting reality by actually constructing a “that- which-is-believed-to-be” reality  Tendency to focus on “youth crime” and direct attn. to youths as offenders rather than youths as victims or to the involvement of young ppl as agents of meaningful change  95% of ppl say knowledge of crime comes from media  Participations overestimated amount of crime and underestimated severity of penalties The Nature & Extent of Youth Crime:  Substantial gap btwn rhetorical and reality of youth crime and justice  Stats don’t aqueately describe criminal behaviour of crime  Youth Crime Rate – all yng ppl 12-17 accused of committing crime, whether formally changed or dealt w/ by other means  Media has fuelled argument that behaviour of girls is getting worse  89-99; female youth violent crime has increase by 81% - but view obsecures fact that real numbers are still relatively low and that male rate has been declining rapidly  More youth come into contact w/ police but fewer formally charged  Since YCJA – reduction in proportion of youths formally charged  Implications of Stats:  Media portrayls of youth crime are at odds w/ sci evidence – exaggerates, sensationalizes and decontextualizes by presenting atypical cases as representative and constructing a problematic image of youth that does not always correspond to actual behaviour  Argue that many change sin youth-crime stats over past few decades reflect a more intrusive response to youth rather changes in actual behaviour  A partial view distorts our thinking abt relationship btwn youth and crime – obscures who is doing what to whom  By neglecting victimization avoids the social conditions that influence the choices youth make  Fears of crime are intensified and situations become ripe for moral panic surrounding youth  Processing actually increases changes of future offending Both Troubling & Troubled:  Crime is a public issue and wider social problem  Popular and media discourses frame public perceptions of youth crime that is at odds w/ crime rates  News involves sensationalized stories, graphic images (ex: Columbine becomes synonymous w/ youth)  Viewing young ppl as one dimensional dehumanizes them Myths Realities - good old days existed,
More Less

Related notes for SOC101Y1

Log In


OR

Join OneClass

Access over 10 million pages of study
documents for 1.3 million courses.

Sign up

Join to view


OR

By registering, I agree to the Terms and Privacy Policies
Already have an account?
Just a few more details

So we can recommend you notes for your school.

Reset Password

Please enter below the email address you registered with and we will send you a link to reset your password.

Add your courses

Get notes from the top students in your class.


Submit