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“Criminalizing” Georgian Schooling: Crime as a Mode of Governance since the Rose Revolution

“Criminalizing” Georgian Schooling: Crime as a Mode of Governance since the Rose Revolution. Gavin Slade University of Oxford gavin.slade@law.ox.ac.uk. Zero Tolerance: Justice for All. Mandatory custodial sentencing ‘Three strikes and your out’ drugs laws ‘Anti-Mafia’ legislation

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“Criminalizing” Georgian Schooling: Crime as a Mode of Governance since the Rose Revolution

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  1. “Criminalizing” Georgian Schooling: Crime as a Mode of Governance since the Rose Revolution Gavin Slade University of Oxford gavin.slade@law.ox.ac.uk

  2. Zero Tolerance: Justice for All • Mandatory custodial sentencing • ‘Three strikes and your out’ drugs laws • ‘Anti-Mafia’ legislation • Plea-bargaining • More effective police and prosecutors • Dependent judiciary • Miniscule acquittal rate

  3. The Great Confinement

  4. And the Winner is…Georgia?

  5. Carceral Economics

  6. Positive Externalities • Unemployment kept down • Prison building helps poor, rural areas • Saves on social spending in unequal society and deregulated labour market • Helps control politics and opposition • Confidence for investors and the wealthy • ….and zero tolerance reduces crime!

  7. Victimization Rates

  8. Perceptions • Fear of crime relatively high in the 1990s • Feelings of security have increased • Yet people believe that crime is still increasing • Popular punitivism: 32% believe that punishments need to be harsh • Feedback loop: state policy creates perceptions of disorder maintaining demand for policy itself • However, most feel that prison population is too high and many protest govt policy

  9. Safe Schools • 2002-2003: ‘educating for legality’ idea imported from the US via Sicily • 2007-2008: UNICEF research supports introduction of Safe Schools initiative • 2008: Project Harmony implement legal socialization project • 2010: legislation passed and mandaturi and CCTV enter schools

  10. Mandaturi

  11. 2010: Zero Tolerance in Schools • Mandaturi report on all disciplinary issues to the Ministry, including truancy, lateness and teacher behaviour • Patrol the perimeter of school, CCTV • Policing now competing with teaching as a mode of socialization • Reduce discretion in punitive responses

  12. Governing Through Crime • Use of criminal justice logics and practices in other spheres • Policy-making in other spheres framed in a criminological discourse • Heavy concentration on crime and victims of crime in the media and govt rhetoric • The logic of zero tolerance expanding outwards

  13. Competing Frameworks • Response to fear of school crime? - School killings in 2007 - Victimization levels? • Ministry incentive to control schools? - Fear of crime partly produced - Discourse of us vs. them: dzvelibichoba • Or wider mode of governance in de-regulated economy? - ‘preparation for post-industrial discipline’ - ‘prison-school complex’

  14. Explaining ‘Criminalization’ • Incentive to control admin of schooling • Genuine concerns in society over school crime • Control of media and govt emphasis on crime: political utility in fear • Developed networks: promote criminal justice logics; power of Interior Ministry • Safe Schools policy ideas already floated

  15. Issues for Research: Impacts • US research: powerlessness and distrust • At odds with developments in other ministries • Not popular with teachers in Georgia? • But, popular with parents? • What about the children themselves? • How to design research into this? • Where next for Governing through Crime?

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