By Emmeline Taylor (auth.)
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Additional resources for Surveillance Schools: Security, Discipline and Control in Contemporary Education
Example text
1998). Jones, R. G. K. F. Aas, and H. M. Lomell (eds), Technologies of InSecurity: The Surveillance of Everyday Life. Oxon: Routledge-Cavendish, 81–99, p. 92. Robers, S. et al. (2012). ‘Council launches knife arches in school’, The Telegraph, 29 April 2009. , Brennan, N. and Travis, J. S. Schools. Office of Justice Programs, National Institute of Justice: US Department of Justice. Ibid. Phillips, A. and Chamberlain, V. 1057/9781137308863 Surveillance Schools: A New Era in Education 71 72 73 74 75 76 77 78 39 2005 offending, crime and justice survey’, Home Office Home Office Statistical Bulletin.
39 Clearly this type of activity can be terrifying for young children as illustrated by the woefully misjudged lockdown and drugs raid at Stratford High School in South Carolina in 2003. Whilst NASRO asserts that ‘statistically speaking, the effectiveness of School Resource Officers is firmly established’, there are mixed findings regarding the efficacy of police in schools, and a lack of an evidence base to draw upon. There is no doubt that schools should be crime free, but there are questionable findings as to whether onsite police is an effective means of fulfilling this.
31 Police in schools has since become a common phenomenon in many countries, although the approaches vary with different duties, objectives and responsibilities. In the United States, School Resource Officers (SROs) are the most notable segment of law enforcement in schools, and are usually uniformed and fully armed. The National Association of School Resource Officers (NASRO) was founded in 1991. The United States Department of Justice’s Community Oriented Policing Services (COPS) has impelled the development by providing federal level funding for its ‘COPS in Schools’ (CIS) Program, designed to help law enforcement agencies hire SROs to engage in community policing in and around primary and secondary schools.