Emily Gray – författare

The fear of crime has been recognized as an important social problem in its own right, with a significant number of citizens in many countries concerned about crime. In this book, the authors critically review the main findings from over 35 years of research into attitudes to crime, highlighting groups who are most fearful of crime and exploring the theories used to account for that fear. Using this research, the authors move on to propose a new model for the fear of crime, arguing that such methods, which involve intensity questions (such as 'how worried are you about x ...'), may actually conflate an 'expressive' or 'attitudinal' component of the fear of crime with an experiential component and therefore fail to provide a comprehensive insight into how crime is perceived. Taking an entirely new approach to their subject, the authors use existing quantitative data from the British Crime Survey to pose theoretically informed questions to help identify those who only 'expressively' fear crime, separating them from those who have the actual experience of worrying about crime. By exploring the extent to which each group has different social attitudes and backgrounds, and whether there is more than one social/cultural form of the fear of crime, this innovative and exciting title promises to reposition this aspect of criminology to a more prominent place.

This book explores the impact of right-wing political ideology on crime, the criminal justice system, and attitudes towards punishment in Britain. Grounded in a rigorous analysis of repeated cross-sectional surveys such as the British Social Attitudes Survey and the British Crime Survey, as well as individual-level cohort data such as the 1958 National Child Development Study and the 1970 British Cohort Study, it examines changes in long-term crime rates, criminal justice policies, and their integration with social and economic policies in Britain over four decades. It offers a detailed discussion of how radical social and economic changes affected the fear of crime and attitudes to punishment, and how well Thatcherite social and economic values were embedded in contemporary British society. Drawing on a wide literature across criminology, political science, sociology, and social policy, this book demonstrates how a thorough understanding of crime cannot take place without an examination of the wider social policies enacted, the life-courses of the individuals affected, and their communities and the political environment in which they live. It is essential reading for criminologists, sociologists, political philosophers, and social theorists alike since it combines thinking from political sciences, life-courses theories, and detailed analyses of the outcomes of social policy change.The Open Access version of this book, available at http://www.taylorfrancis.com, has been made available under a Creative Commons [Attribution-Non Commercial-No Derivatives (CC-BY)] 4.0 license.

This book explores the impact of right-wing political ideology on crime, the criminal justice system, and attitudes towards punishment in Britain. Grounded in a rigorous analysis of repeated cross-sectional surveys such as the British Social Attitudes Survey and the British Crime Survey, as well as individual-level cohort data such as the 1958 National Child Development Study and the 1970 British Cohort Study, it examines changes in long-term crime rates, criminal justice policies, and their integration with social and economic policies in Britain over four decades. It offers a detailed discussion of how radical social and economic changes affected the fear of crime and attitudes to punishment, and how well Thatcherite social and economic values were embedded in contemporary British society. Drawing on a wide literature across criminology, political science, sociology, and social policy, this book demonstrates how a thorough understanding of crime cannot take place without an examination of the wider social policies enacted, the life-courses of the individuals affected, and their communities and the political environment in which they live. It is essential reading for criminologists, sociologists, political philosophers, and social theorists alike since it combines thinking from political sciences, life-courses theories, and detailed analyses of the outcomes of social policy change.The Open Access version of this book, available at http://www.taylorfrancis.com, has been made available under a Creative Commons [Attribution-Non Commercial-No Derivatives (CC-BY)] 4.0 license.

This book brings together some of the key researchers and thinkers in the field of lesbian, gay, bisexual, transgender, intersex and/or queer (LGBTIQ+) teacher research. The authors offer international perspectives on the state of play for LGBTIQ+ teachers and engage with some of the key issues that have and continue to shape research. Importantly, this book offers accounts from trans*/non-binary teachers and researchers as well as racialised LGBTIQ+ teachers and researchers—voices that have been absent from the field for too long. The book also offers reflections upon the history of research with LGBTIQ+ teachers and offers an examination of the impact of political and legal changes for LGBTIQ+ people upon teacher identity. The book does not understand the process of change as simple—from intolerance to tolerance—rather, it understands that change is complex, nuanced and experienced differently across and between contexts. As such, it provides readers with a challenge—to accept all that it means to be an LGBTIQ+ educator, including unhappy histories, complex relationships with schools, systemic homophobia and transphobia, and moments of pride and joy. This book was originally published as special issue of the journal Teaching Education.

This book brings together some of the key researchers and thinkers in the field of lesbian, gay, bisexual, transgender, intersex and/or queer (LGBTIQ+) teacher research. The authors offer international perspectives on the state of play for LGBTIQ+ teachers and engage with some of the key issues that have and continue to shape research. Importantly, this book offers accounts from trans*/non-binary teachers and researchers as well as racialised LGBTIQ+ teachers and researchers—voices that have been absent from the field for too long. The book also offers reflections upon the history of research with LGBTIQ+ teachers and offers an examination of the impact of political and legal changes for LGBTIQ+ people upon teacher identity. The book does not understand the process of change as simple—from intolerance to tolerance—rather, it understands that change is complex, nuanced and experienced differently across and between contexts. As such, it provides readers with a challenge—to accept all that it means to be an LGBTIQ+ educator, including unhappy histories, complex relationships with schools, systemic homophobia and transphobia, and moments of pride and joy. This book was originally published as special issue of the journal Teaching Education.

Over the last few years intensive community programmes for both young and adult offenders have become established in the UK as an important new component of penal policy - the ISSP (Intensive Supervision and Surveillance Programme) for persistent and serious young offenders, and the ICCP (Intensive Control and Change Programme) for adult offenders. Expectations of these programmes have been high, but the evidence relating to their effectiveness is mixed, and a number of critical concerns have emerged. This book seeks to address these issues, providing a timely review of the current literature, and presents findings of a recent national evaluation of ISSP. Emerging lessons for future penal policy are presented, and set within a wider theoretical context. The book concludes by stressing the need for greater realism and further evidential support if such programmes are to gain long-term credibility, and also to consider the appropriateness of differing forms of targeting as well as the emphasis placed on the various methods of surveillance.

The first two decades of the 21st century have been characterised by conflict, displacement, growing economic insecurity and austerity. Increasing social polarisation has meant that contemporary societies are becoming more unequal with smaller segments of the population having access to the most wealth. Ongoing conflicts around the world and the ongoing refugee crisis in Europe has only intensified calls for justice, equity, compassion and understanding. We live in times of despair and conflict, but also times of hope and action.Social Justice in Times of Crisis and Hope examines the possibilities and consequences of the relationship between young people, well-being, education and social justice in times of crisis and hope. Drawing together contributions from around the globe, the chapters examine the role of young people in contemporary social movements, the kinds of demands that are being made by the world’s young people and the spaces within which they are making such demands. Authors engage with notions of justice and well-being, what this means in the contemporary moment and for whom. They interrogate the politics of increasingly global education to think about the limits and possibilities, challenges and opportunities, for education to play a role in delivering on the promise of social justice.

The first two decades of the 21st century have been characterised by conflict, displacement, growing economic insecurity and austerity. Increasing social polarisation has meant that contemporary societies are becoming more unequal with smaller segments of the population having access to the most wealth. Ongoing conflicts around the world and the ongoing refugee crisis in Europe has only intensified calls for justice, equity, compassion and understanding. We live in times of despair and conflict, but also times of hope and action.Social Justice in Times of Crisis and Hope examines the possibilities and consequences of the relationship between young people, well-being, education and social justice in times of crisis and hope. Drawing together contributions from around the globe, the chapters examine the role of young people in contemporary social movements, the kinds of demands that are being made by the world’s young people and the spaces within which they are making such demands. Authors engage with notions of justice and well-being, what this means in the contemporary moment and for whom. They interrogate the politics of increasingly global education to think about the limits and possibilities, challenges and opportunities, for education to play a role in delivering on the promise of social justice.

Over the last few years intensive community programmes for both young and adult offenders have become established in the UK as an important new component of penal policy − the ISSP (Intensive Supervision and Surveillance Programme) for persistent and serious young offenders, and the ICCP (Intensive Control and Change Programme) for adult offenders. Expectations of these programmes have been high, but the evidence relating to their effectiveness is mixed, and a number of critical concerns have emerged. This book seeks to address these issues, providing a timely review of the current literature, and presents findings of a recent national evaluation of ISSP. Emerging lessons for future penal policy are presented, and set within a wider theoretical context. The book concludes by stressing the need for greater realism and further evidential support if such programmes are to gain long-term credibility, and also to consider the appropriateness of differing forms of targeting as well as the emphasis placed on the various methods of surveillance.

The concept of the political legacy, despite its importance for institutionalist and historically-minded political analysts more generally, remains both elusive and undeveloped theoretically.

The concept of the political legacy, despite its importance for institutionalist and historically-minded political analysts more generally, remains both elusive and undeveloped theoretically.

This book speaks to those interested in topics related to punitiveness and public attitudes to crime and punishment. Punitiveness has been the focus of increasing criminological attention in recent decades. This book extends this focus by taking a multi-disciplinary approach to examining punitiveness in the criminal justice system, the welfare system, and the education system in British society today. In doing so, this study uses new survey data (n=5,781) applying ordinal and linear regression and structural equation modelling to examine the relationship between public punitiveness towards ‘rulebreakers’ and political values. This is explored through assessing punitive attitudes towards the treatment of i) school pupils who break school rules, ii) towards the treatment of benefit recipients who fail to comply with the rules, and iii) towards people who break the law. It examines the relationship between political attitudes (neo-conservative values, neo-liberal values), nostalgic values (social, economic, and political), and public punitive attitudes towards the three rule-breaking groups. This book’s appeal may extend to an interdisciplinary audience including welfare, education, and social policy disciplines.

It examines the relationship between political attitudes (neo-conservative values, neo-liberal values), nostalgic values (social, economic, and political), and public punitive attitudes towards the three rule-breaking groups.