Punishment occupies a central place in our lives and attitudes. We suffer a profound ambivalence about its moral consequences. Persons who have been punished or are liable to be punished have long objected to the legitimacy of punishment. We are all objects of punishment, yet we are also its users. Our ambivalence is so profound that not only do we punish others, but we punish ourselves as well. We view those who submit too willingly to punishment as obedient verging on the groveling coward, and we view those who resist punishment as disobedient, rebels. In The Punishment Response Graeme Newman describes the uses of punishment and how these uses change over time.Some argue that punishment promotes discrimination and divisiveness in society. Others claim that it is through punishment that order and legitimacy are upheld. It is important that punishment is understood as neither one nor the other; it is both. This point, simple though it seems, has never really been addressed. This is why Newman claims we wax and wane in our uses of punishment; why punishing institutions are clogged by bureaucracy; why the death penalty comes and goes like the tide.Graeme Newman emphasizes that punishment is a cultural process and also a mechanism of particular institutions, of which criminal law is but one. Because academic discussions of punishment have been confined to legalistic preoccupations, much of the policy and justification of punishment have been based on discussions of extreme cases. The use of punishment in the sphere of crime is an extreme unto itself, since crime is a minor aspect of daily life. The uses of punishment, and the moral justifications for punishment within the family and school have rarely been considered, certainly not to the exhaustive extent that criminal law has been in this outstanding work.

Punishment, Prisons, and Patriarchy tells the story of how first-generation Americans coupled their legacy of liberty with a penal philosophy that promoted patriarchy, especially for marginal Americans. American patriots fought a revolution in the name of liberty. Their victory celebrations barely ended before leaders expressed fears that immigrants, African Americans, women, and the lower classes were prone to vice, disorder, and crime. This spurred a generation of penal reformers to promote successfully the most systematic institution ever devised for stripping people of liberty: the penitentiary. Today, Americans laud liberty but few citizens contest the legitimacy of federal, state, and local government authority to incarcerate 2 million people and subject another 4.7 million probationers and parolees to scrutiny, surveillance, and supervision. How did classical liberalism aid in the development of such expansive penal practices in the wake of the War of Independence?

Peg: A Work of Fiction By: R. Carolyn Klein She was a child of the forties, living a sheltered life under the strict control of her overbearing mother. Her young life was shaped by parochial school and then her time at a small convent in the New Jersey countryside. Peg’s first introduction into the real world as a young nun occurred during a tumultuous, transformative time in U.S. history when the world was being shaped by the Civil Rights Movement, the Women’s Movement, and the Vietnam War, and everything she thought she knew about life and her faith was being called into question. Peg’s coming of age story is about discovering who we are and who we want to become. It is a tale of overcoming destructive, ineffective life patterns that hold us back from reaching our full potential and living a full, satisfying life.

Over the last few years, changes in education have made it increasingly hard for those children who don't 'fit' the system - the square pegs. Budget cuts, the loss of support staff, an overly academic curriculum, problems in the special educational needs and disabilities (SEND) system and difficulties accessing mental health support have all compounded pre-existing problems with behaviour and attendance. The 'attendance = attainment' and zero-tolerance narrative is often at odds with the way schools want to work with their communities, and many school leaders don't know which approach to take. This book will be invaluable in guiding leaders and teaching staff through the most effective ways to address this challenge. It covers a broad spectrum of opportunity, from proven psychological approaches to technological innovations. It tests the boundaries of the current system in terms of curriculum, pedagogy and statutory Department for Education guidance. And it also presents a clear, legalese-free view of education, SEND and human rights law, where leaders have been given responsibility for its implementation but may not always fully understand the legal ramifications of their decisions or may be pressured into unlawful behaviour. Suitable for all professionals working in education and the related issues surrounding children and young people's mental health, as well as policymakers, academics and government ministers.

In Beyond Punishment?, Zachary Hoskins offers a philosophical examination of the collateral legal consequences of conviction. Considering how pervasive collateral restrictions have become and the dramatic effects such restrictions have on offenders' lives, Hoskins examines whether these extended measures of punishment are ever morally justified.