Disciplinary Institution Research Articles

ORPHANS, CITIES, AND THE STATE: VOCATIONAL ORPHANAGES (ISLAHHANES) AND REFORM IN THE LATE OTTOMAN URBAN SPACE

AbstractThis paper analyzes the large network of Ottoman vocational orphanages (ıslahhanes) opened from the 1860s onward in the provincial centers of the Ottoman Empire as a new educational and disciplinary institution for orphan, destitute, and poor children. I argue thatıslahhanes embodied new conceptualizations of order/disorder, obedience/disobedience, security/danger, and progress/decline in the urban space. In opening these institutions, Ottoman reformers aimed at the beautification and sterilization of urban centers by removing unattended children and youth from the streets and at the rejuvenation of economic activity by turning idle and wandering children into skilled and productive laborers. The establishment of orphanages was not only considered a means to solve a public-order problem but was also represented as a means of reintegration, of reshaping civic responsibility in children who had either lost or never embraced it.Islahhanes were also significant in the more abstract context of “Ottoman reform” and centralization and in the dissemination of Ottomanist ideals. On an imperial level, they were instrumental in linking the center with the provinces and local communities with Ottoman identity.

E quando os estudantes pedem mais disciplina? Estudo de caso e reflexões sobre autonomia e vida escolar

O objetivo deste artigo é discutir o papel social da escola sob o ângulo da experiência estudantil e das relações que os alunos estabelecem com as regras. Relatamos um estudo de caso feito a partir de entrevistas com duas alunas ingressantes no ensino médio. Em seu discurso, as alunas criticaram o funcionamento da escola e demandaram mais disciplina e regras mais rigorosas. Em nossa análise, refletimos sobre a construção histórica da escola como instrumento disciplinar. Em seguida, analisamos os sentidos conferidos pelas alunas às experiências escolares, à família, à adolescência, às regras e ao futuro profissional. Discutimos o pedido por mais disciplina feito pelas alunas, tendo em vista, além do contexto sociohistórico, o conjunto de suas práticas, vivências e sentidos subjetivos. Afirmamos que, para construir uma escola capaz de promover autonomia, os educadores precisam considerar esses sentidos subjetivos, e as práticas escolares devem contemplar análises da existência psicossocial. Para concluir, afirmamos que a escola deve sustentar seu lugar de autoridade e referência para os jovens e, ao mesmo tempo, abrir-se para a compreensão e para a incorporação da alteridade.

‘A ROOM OF ONE'S OWN’?

The phrase, ‘a room of one's own,’ coined by Virginia Woolf, refers not only to the physical space necessary for creating art but also to the hitherto ungranted space within the canon for women artists. In an attempt to relate to the dilemma posed by Woolf, my aim in this paper is to assess whether, as a physical site, the Spanish University (its departments and curricula) provides the intellectual space that is so necessary to the healthy development of Cultural Studies in Spain. Given the (by now) well-documented history of British-born Cultural Studies, I shall start off by offering, not a recapitulation of that history, but rather a highlighting of the mutations suffered by Cultural Studies as it eventually ‘migrated’ over to Spain. From there, and taking my cue from Foucault's Discipline and Punish (1975), I propose to argue out four points: (1) that the university is a ‘disciplinary institution’, (2) that university teachers are ‘disciplinary subjects’, (3) that interdisciplinary academic work does not alter existing subject arrangements or divisions, and (4), in line with Virginia Woolf's critique of patriarchal, university conventions, that Cultural Studies is something different and beyond the specialized concerns of academic disciplines.

Order through the Gaze: A Comparative Perspective of the Construction of Visibility in Monitorial Schooling (German States – Spain, Approx. 1815-1848)

Visibility of bodies and actions in the classroom is a major feature of modern schooling as a disciplinary institution. The mere fact that children attended elementary schools in early modern times did not mean that effective work took place. Old techniques of schooling were challenged by new proposals at the beginning of the 19th century. Among them, monitorial schooling represented a crucial movement towards an increased standardisation of educational practices and institutions. This British model of schooling was based on a strict routine in the classroom, carried out by numerous children in the role of helpers, also called monitors. In this system of teaching, a hierarchical structure of monitors guaranteed continuous activity of a well-ordered mass of pupils. The worldwide spread of monitorial schooling was a first attempt to extend a disciplined daily life into the classrooms before group teaching techniques took the forefront. Evidently, the challenge of teaching 200-300 pupils in a room made demands on control and surveillance, in order to interrupt possible alliances between children. This contribution describes different versions of the control of big groups of children through visibility in German and Spanish schools. In both contexts, educationalists and schoolteachers reformed many aspects of the “British” system, which foresaw “pyramidal” structure of gazes. In the German states, a general concern about the position of the teacher arose. Germans criticised the teaching role of monitors and reinforced the role of the adult’s gaze in ordering the classroom. In the Spanish case, educationists started copying the English original, but they reinforced later the stability of authority by giving a more substantive role to the "intermediate" gazes of the general monitors. Both developments are traced back to prevailing notions of teaching in each context. The different paths of reception and interpretation of this highly codified system of teaching display the existence of different “cultures of discipline”.

The Rise of Pension Fund Capitalism in Europe: An Unseen Revolution?

The pension funds have become America's new ‘tycoons’ – surely the most unlikely masters any society ever had. They have attained this position without any struggle, any crisis, any major ‘problems...

Is the Stock Market a Disciplinary Institution? French Giant Firms and the Regime of Accumulation

The French presidential election of 2007 was widely represented as a contest between left and right visions of defending or reforming the French social model, especially the compromise between labo...

Education and the new imperialism

The aim of the article is to discuss the role of education in relation to the new imperialism. The article begins by explaining what is meant by the term the ‘new imperialism’ and how it differs from older forms of European imperialism characterized by colonial rule. The new imperialism is presented as having material and discursive aspects although it is the discursive basis of western rule and how this affects education that forms the major focus for the article. Using Foucault's theory of governmentality, the new imperialism is presented as the incorporation of low‐income countries and regions that were previously subject to older forms of European imperialism into a new regime of global governance which serves to secure the interests of the USA, its western allies and of global capitalism more generally. The article then analyses the concept of ‘development’ which has provided the principal means by which the West has come to understand and hence control the non‐West. The article then turns to a consideration of education as a key policy area for the multilateral development agencies and an important disciplinary institution in relation to the development project. The article concludes by briefly setting out a possible role for education in a new anti‐imperial politics.

Estudo sobre a formação presbiteral num seminário católico

Nesta pesquisa, realizamos uma análise institucional cujo objetivo é problematizar as práticas formativas eclesiásticas católicas, tais como elas se apresentam nos modos de funcionamento institucional de um Seminário Católico - localizado no Estado de São Paulo - e no registro do saber eclesiástico, como produtoras de uma 'modalização' específica da subjetividade (futuros padres). Apresentamos, neste artigo, dados e análises de entrevistas semi-estruturadas com a equipe dirigente da instituição, buscando compreender as relações de formação entre padres formadores e seminaristas como um dispositivo privilegiado de constituição do Seminário como agência de produção de subjetividade. Concluímos que o Seminário investigado pode ser considerado como uma instituição tipicamente disciplinar, cujo principal mecanismo e operador microfísico é o relatório (instrumento de exame, vigilância e sanção normalizadora). Sua origem pode ser encontrada no convento católico medieval, matriz de diversas instituições totais. Sua técnica básica é o confinamento e sua lógica é totalitária e "panóptica".

Freeing the ‘Slaves of Destiny’

The Japanese Imperial Army’s comfort system differs from other forms of wartime sexual violence in that it was a disciplinary institution that used sex not as a weapon of aggression but as a means to discipline soldiers into being more efficient tools for Japan’s imperial project. The Philippine comfort women movement employs discursive strategies that respond directly to the gender and race ideologies underlying imperial Japan’s practice of military sexual slavery during the Pacific War. As it seeks reparations for those wartime atrocities, the movement makes appeals to traditional notions of family and Filipino womanhood, a strategy that has done much to create awareness of and public support for comfort station survivors. However, these discourses carry within them the potential to reinscribe those very same patriarchal ideologies that made institutionalized rape possible.

Researching Foucault's Research: Organization and Control in Joseph Lancaster's Monitorial Schools

In Discipline and Punish Michel Foucault describes how: `From the seventeenth century to the introduction, at the beginning of the nineteenth, of the Lancaster method, the complex clockwork of the mutual improvement school was built up cog by cog' (emphasis added). Foucault's genealogical explanation of how the mutual improvement school became a `machine for learning' is one of the main examples upon which his thesis of `disciplinary power' is built. However, Foucault's methodology, presenting a `genealogy' of the `essential techniques' on which disciplinary institutions are built, rather than to `write the history' of those institutions, results in relatively little case evidence being presented on key organizations cited in empirical support of his thesis. For example, by suggesting that the Lancaster Method represents the logical conclusion to the genealogy of mutual improvement techniques, he fails to offer any formal case evidence of Lancasterian policies and practices. This article therefore seeks to `research Foucault's research' by uncovering the distinctive organizational features of this paradigm `disciplinary institution', the Lancaster Method. We develop a case analysis of the educational philosophies of Joseph Lancaster (1778-1838) and explain how these were realized in the pedagogy and administration of his `monitorial' (or `British') schools. In so doing, we seek to deepen our understanding of `the architecture, anatomy, mechanics [and] economy of the disciplinary body'.

Confronting the modern city: the Manchester Free Public Library, 1850–80

This article calls for greater attention within urban history to the ‘civic economy of the book’. By means of a case study of the Manchester Free Public Library and its context, examining the internal workings of the library system and its impact on the broader cultural life of the city, it is argued that the nineteenth-century public library, if not an especially successful disciplinary institution, may yet have been a significant mechanism of cultural disempowerment.

Registres du Consistoire de Genève au temps de Calvin, Tome I (1542-1544), ed. by Thomas A. Lambert and Isabella M. Watt

332book reviews Registres du Consistoire de Genève au temps de Calvin,Tome I (1542-1544). Edited by Thomas A. Lambert and Isabella M. Watt under the direction of Robert M. Kingdon, with assistance from Jeffrey R. Watt. [Travaux d'Humanisme et Renaissance,No. CCCV] (Geneva: Droz. 1996. Pp. xU, 441 .) Almost fortyyears ago,when I began studying the history of Calvin's Geneva, the most valuable scholarly tool of recent vintage was the critical edition ofthe oldest records of Geneva's Company of Pastors. Its joint editor was a young American, Robert Kingdon.This project, long since "naturaUzed" by Genevans, has now reached deeply into the seventeenth century. MeanwhUe, the indefatigable Kingdon has assembled an international team of assistants in order to launch another ambitious and equaUy desirable scholarly project; he is now supervising the critical edition of the first twenty registers of Calvin's famous disciplinary institution, the Genevan Consistory. The history of this peculiar institution, as the lengthy preface to this edition demonstrates, has been bedeviled by two connected problems.The unusuaUy poor handwriting of its first secretary has created a situation whereby for over a century, scholars have studied its workings through a more legible but partial transcript made by a nineteenth-century Genevan, Frédéric-Auguste Cramer. However, Cramer's selections cover only about five percent of its operations, and he deUberately selected only its most spectacular cases. A truly random sample would have been less misleading in trying to grasp the achievements and Umitations of the first Protestant institution devoted to that essential desideratum ofthe Reformed or Calvinist tradition, ecclesiastical discipline.This edition permits us, for the first time, to comprehend its earUest workings. What happened to the unsuspecting Genevans in 1542, when this institution 's records begin with its tenth weekly session, can be expressed in terms of twentieth-century German scholarship.They believed they were getting something described byWalther Köhler's Zürcher Ehegericht und Genfer Konsistorium , a new form of Protestant marriage court to replace the local episcopal court or Officialité. Indeed, the first ten cases heard by the new Genevan Consistory in February, 1542, au related in some way to marriages. But their new tribunal rapidly developed into something best defined by Ernst Zeeden's Entstehung der Konfessionen: a forum before which Genevan residents were hauled up and examined on their knowledge of Christian doctrine and the degree of their commitment to the "new law" of the Protestant Reformation. Protestant confessionaUsm first began to be enforced on February 23, 1542. A contractor and innkeeper named Jaques Emyn became the first Genevan to be questioned about "what words he used"with his guests."He answered," says the record—but it does not teU us what he said.We hear only the Consistory's orders to Emyn:"Sent back to learn his faith and beUef before he attends communion and that he repeat it here before he receives Communion. In three weeks. Didn't know his Credo,? beUeve in God the Father,' or the Lord's prayer" (p. 8). The editors teU us that the Consistory had also added the requirement "that he buy a Bible and have it read," but crossed it out. Henceforth, almost everyone book reviews333 who appeared before the Consistory, regardless of the specific accusation, was asked to demonstrate a sufficient knowledge of correct Christian doctrine, always Ui the vernacular. The priorities of the new institution had emerged clearly by the end of 1542. During November and December (pp. 134-159), sixty-four people appeared before it. Only six of them were involved in matrimonial issues, whUe forty (twothirds of them women) were examined about doctrine and/or church attendance.The remainder were admonished about such things as quarrelling (six), blasphemy, gambling, or immoral songs (six), fornication (three), superstitious charms (two), or disobedience to parents. Vestiges of Köhler's agenda remained, but Zeeden's had triumphed. Further volumes wiU trace the Consistory's subsequent evolution from a doctrinal tribunal to a morals tribunal . William Monter Northwestern University Seminary or University? The Genevan Academy and Reformed Higher Education , 1560-1620. By Karin Maag. [St Andrews Studies in Reformation History] (Brookfield, Vermont: Scolar Press, Ashgate PubUshing Co...

:The Prison Experience: Disciplinary Institution and Their Inmates in Early Modern Europe

:<i>The Prison Experience: Disciplinary Institution and Their Inmates in Early Modern Europe</i>

The Prison Experience: Disciplinary Institutions and Their Inmates in Early Modern Europe

The prison occupies a central position in the penal systems of most countries today. Many historians believe that imprisonment did not become a major judicial sanction until the nineteenth century. Pieter Spierenburg corrects this view. First as a disciplinary institution and later as a penal option, the prison has played an important role in European societies from the late sixteenth century to today. Spierenburg traces the evolution of the prison during the early modern period, with particular emphasis on the prisons of the Netherlands, Germany, and France, but with reference to all of Europe. Spierenburg looks at the daily lives of inmates, a focus that is unusual in historical studies of prisons. He also analyzes the long term nature of change in prisons and the conceptions of prisoners as persons who had broken away from family bonds. His work adds to our understanding of social change and daily life in early modern Europe and will appeal to historians, sociologists, and criminologists.

Schooling women in citizenship

From Plato's concern in the Republic (1979) to design an education that would lay the foundations for the just state, to Dewey's assertion in The School and Society (1899/1974) that the public schools will be the deepest and best guarantee of a larger society which is worthy, lovely and harmonious (p. 29), civic education has remained a foundational preoccupation of educational theorists. Central to this preoccupation is the idea that the stability, continuity, reform, and even the transformation of the social and political order depend upon the practice of a citizenship that can be learned in schools (Butts, 1980; Butts et al., 1983). That is, the school's creation of the good citizen has been seen as a way of realizing the good state and good society. Seen positively, the public school's attempt to create citizens is also an attempt to democratize the opportunities of the young to become fully entitled participants within society (Broudy, 1981). Schooling assures social continuity and political harmony by producing a network of emotional responses and intellectual dispositions toward social and political relations. Power and identity are distributed, or at least promised, to individuals who can legitimately earn it by coming to understand, accept, and act in accord with standards of belief and behavior set by the curriculum. Seen negatively, public schooling, as Foucault (1977) contends, is a disciplinary institution akin to psychiatric and correctional institutions. The schools

PSYCHOPATHOLOGY OF A SELECTED POPULATION OF NAVAL OFFENDERS

As the psychiatrist of a special type of naval disciplinary institution, I have had the opportunity to examine clinically some, 1500 offenders whose offense was most commonly an AOL or AWOL. To provide background for the present study, I report in some detail the work of Locke, Cornsweet, Bromberg and Apuzzo who studied 1,063 naval offenders (Naval Medical Bulletin, Vol. , No. I, January, 1945). The seriousness of the problem of naval delinquency was evident from the fact that the Navy lost 90 man-years of service through such absences! The greatest number of offenses occurred shortly after boot training and after the first duty. Repeaters comprised 53.8 percent of admissions. The men were found not to be inferior in intelligence or education to the population from which they derived; 42 percent had histories of difficulty in school due to frequent truancies, suspensions and expulsions. The mean age of the group was 21.55 years and approximately 30 percent were or had been married. Of less interest because of the selected population of our institution were the findings that 16.7 percent of the total group had histories of civilian arrests prior to entering the Navy and that 7.9 percent of the total group were negroes. More significant for this investigation is their conclusion that: “The reasons given by the men for their AOL or AWOL status varied greatly from the true psychologic activation. The stated motivations were the desire to aid or be with the family, particularly in times of illness, personal illness, and the need for a rest after seeing action.” The psychologic drives were considered to be “desire for pleasure; aggression against authority; and frequently neurotic or immature factors” (p. 8 ). The criteria set forth in the selection of