Exploring Perspectives in Policing and Government Power

Instructions: Please answer each question in no more than 1 page, font 12, double spaced. Please submit your answers by October 15 at 20:00. th Question 1: Using Symbolic Interactionism, explain why “police” can mean different things to different people. Provide an example. Three basic premises of symbolic interactionism: · · · Human beings act toward things on the basis of the meaning that the things have for them The meaning of things arises out of the social interaction one has with one’s fellows The meanings of things are handled in and modified through an interpretative process used by the person in dealing with things he encounters Police can mean different things to different people based on their experiences · · Positive or negative interactions will change feelings about police Police can mean different things to different races o Bias, stereotypes, racial profiling Question 2: What are major differences and similarities between British and French style of policing. Critically evaluate their differences. French policing: · · · · · deals with the science of governing humans and helping them to do good policing is intended to provide comfort in cities o this service is provided by the state o police is a government of a place or group of people o police have the goal of keeping public order - they hold power to enforce laws o police have the job of enforcing the law and punishing those who break it two types of police o informant – have the job of taking down the names of people who are breaking the law and sharing this information with enforcers o enforcers – those who make arrests based on what they’ve been told by informant police did not wear uniforms and held the belief that good people within societies were the ones that had money o target of police were the poor and unemployed this form of policing dealt with panoptical surveillance which allowed police to watch members of society at all times without society knowing if they were being watched or not. British Policing · · · · · · · · gave harsh punishments for those who broke the law had low rates of crime being reported because the punishments were too harsh this form of policing required police to be moral beings who did not break any laws o breaking law resulted in getting fired police wore uniforms as a way to hold them accountable and show authority this policing believed that no one was above the law this form of policing used the sypanopical method where society knew police were present and were aware if they were being watched or not o couldn’t catch as many people breaking the law crime prevention o police present created a space where people did not want to commit crime because they knew they could get caught easily o harsh punishments made people less likely to commit crimes police target the poor and unemployed Question 3: Using structural functionalist theories, explain what we mean by “broken window policing” and evaluate its effects using cultural deviance theories Broken window policing     an increase in minor crimes would eventually lead to and encourage an increase in larger transgressions. suggests that greater policing on minor forms of deviance would lead to a decrease in major crimes. Police were taking too much of their time dealing with minor crimes Examples o Prostitution, graffiti, drug use Cultural Deviance Theories · Combines the effect of social disorganization and strain to explain how people living in deteriorated neighbourhoods collectively react to social isolation and economic deprivation · Main stream society, Conduct Norms, and Cultural Conflict · Focal Concern o Values that run afoul of the law o Trouble, toughness, smartness, excitement, fate, autonomy Delinquent Subcultures · Conduct Norms · Deviance and Status-Frustration · Lower-class youth’s handicaps o Developmental Handicaps o Middle-class measuring Rods o Negative evaluation · Cohen’s 3 different deviant Subcultures o Corner Boy (Retreatism) o College Boy (innovation/Retreatism) o Delinquent Boy (Ritualism) § Reaction formation: rejection of middle-class values due to the fact that they cannot achieve it Question 4: What do we mean when we say community policing is “an iron fist in a velvet glove”? (use Marxist theory to evaluate community policing)        Police is the baton of the capitalist system Police were told to create a criminal class; give the government people to punish Police has become a symbol of oppression o The power of the police oppressing the citizens  Black Lives Matter Police by nature is authoritarian Community policing o Faking that crimes occur to insert officers in black dominated neighborhoods Start of community policing   Cops arresting for petty crimes o Increasing police presence to combat petty crimes o Revolt of community members leading to more cops Police creating crises o Undercover cops among protestors to justify the need for more police presence The Iron Fist in the Velvet Glove (= A person who has a gentle, sweet, or unassuming appearance or disposition, but who in reality is particularly severe, forceful, and uncompromising.)  o Same old policing style just a few decorations Conflict Theory o Police need to create a us and them; division of classes Question 5: What are the limits of police/government power? Using either J.S. Mill or Devlin to explain your answer. Provide an example. CHOOSE ONE John Stuart Mill  Harm Principle o   Police should ensure no one is hurting someone or their property o Harmful actions  Prohibited o Offensive actions  Allowed Limitations of police/government Freedom of consciousness and thought (speech too) o Freedom of taste (what you like, who you like) o Freedom of association (hang out with whoever you want) Mill says that the government has a duty to inform you of the laws but you cannot force people to abide by the law. o Applies to Adults not children Mill said that the job of the government as an institution to ensure we aren’t doing harm to others → not acting like a parent o   the government should intrude in our lives when it’s absolutely necessary, if the action causes harm to someone else or their property.  Prohibit actions that cause harm to others or their property Devlin     Opposite of Mill o Government has the job to enforce morality o It is the job of the government to protect us from ourselves o For society to exist, we need to enforce social facts/morality Enforcing morality means o Telling you what to do for your own sake;your own good The government should be like a parent o Force you to do things  To keep the social cohesion of society Limitation clause o You have your rights and you can practice them within a reasonable limit as justified in a free and democratic society  Example given in class: o You have a broken bridge, but a sign that says “do not enter” and couple police officers to advise people not to go; The choice is there’s in the end o Can’t force motorcyclists to wear helmets