SOC6406H ADV Topics in SOC of Crime and Law II ... - Sociology
Transcript of SOC6406H ADV Topics in SOC of Crime and Law II ... - Sociology
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SOC6406H Sociology of Crime and Law II : Punishment on the ‘Margins’ of the State
Fall 2020: Mondays : 4-6 p.m. Seminar Room: SOC 240
________________________________________________________________________
Gail Super Assistant Professor
Department of Sociology, Rm. 250
Office Hours: By appointment
Course Website: See Quercus
Course Description
The term “punishment” generally connotes the lawful exercise of state power after a finding of
guilt in a criminal court. This course examines punishment in ‘marginal’ spaces and punishments
that take place outside of the formal criminal justice system. We will analyse various types of
unlawful, but nonetheless legitimate, ‘non state’ led ‘penal phenomena’ as well as state imposed
punitive forms of control such as administrative detention, park exclusion orders, and onerous
‘punishment-like’ bail conditions. All of these entail various forms of punitive spatiotemporal
restrictions and, as such, our discussions will focus on punishment as a ‘bordered’ process –
highlighting its spatial, institutional, and jurisdictional boundaries. We will draw on an eclectic
range of literature - including from the fields of punishment and society, border criminology,
carceral and legal geography, vigilantism, and critical bordering studies. In doing so we will link
our discussions to debates about the relationships between legitimate (and illegitimate) forms of
public authority, violence, order, and penal power.
Course Outcomes: - Analytical skills: Students will hone their analytical skills by reading, commenting on and
using a variety of interdisciplinary scholarly sources in order to analyse punishment as a
sociological phenomenon which is imposed beyond the criminal courts.
- Facilitating skills: Students will enhance their seminar facilitation skills by leading at least
one seminar.
- Informal intellectual discussion skills: students will enhance their discussion skills
through participating in seminar and online discussions.
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- Critical writing skills: Students will develop their critical writing skills through different
writing modalities– brief responses to readings, brief replies to colleagues’ responses, and
sustained development of argument in an essay.
Evaluation components ASSIGNMENTS
COMPONENT
DESCRIPTION
DATE DUE
(DD/MM/YY)
RELATIVE
WEIGHT
1. 6 Discussion
Board Postings
See below Ongoing 12
2. 6 sets of
responses
See below Ongoing 12
3. 2 guest lecture
responses
See below TBA 6
4. Seminar
facilitation
See below Ongoing 20
5. Participation
See below Ongoing 5
6. Outline or
Abstract
See below 2 November 5
7. Essay
See below 30 November 40
1. Discussion Board Postings – 12 points (2 x 6)
Students are expected to write six discussion posts during the course of the semester.
WHAT: Posts should take the form of reactions to the week’s readings. Each post must be no
longer than 400-500 words. They must discuss topics or questions arising from the readings and/or
address specific questions or issues which I will flag in advance. You can use them to raise
questions about confusing passages, to criticize controversial claims, to make connections across
readings, highlight important themes, and/or or to develop new ideas. Think of these posts as
writing and thinking exercises rather than as finished products. I do not expect them to be polished,
but I will be looking for evidence of thinking and engaging with the readings, by you. The idea is
to get you into the habit of writing and recording your thoughts about the readings. These posts
must be uploaded PRIOR to reading anyone else’s posts because they represent your original
thoughts. You cannot submit a discussion board posting for a week that we have already
discussed - your posting must be submitted before the seminar where we discuss the material
that you are posting about. Details to follow.
HOW: Submit via Quercus in the thread and NOT as an attached file.
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WHEN: You must post your reactions by 5 p.m. on the Thursday before the seminar. This is a
hard deadline, to enable response posts (see below) by other students. You will not get credit
for posts uploaded after the deadline.
2. Response Postings - 12 points (2 x 6)
Students are expected to write a minimum of 6 response postings.
WHAT : Choose at least two discussion posts from the same week and write a brief response to
each. Each response counts one point. The responses can be short, around 250 words – they may
be longer as well – but they should make some substantive engagement with at least two discussion
postings (other than your own). If you can see that a post already has a response then respond
to some other post which does not. I will be looking for evidence of actual thinking and engaging
with the posts to which you are responding. The idea is to create a community of scholars. There
is no post or response which is not worth responding to – whether or not you agree with it. All
dialogue must be respectful (details to follow).
HOW: Submit via Quercus in the thread and NOT as an attached file.
WHEN: You must post your response postings by noon on the day of the seminar. This is a hard
deadline to enable the seminar presenter and/or the instructor to get a sense of how to structure the
discussion, what the issues are, what the main questions are etcetera. You will not get credit for
posts uploaded after the deadline.
3. Two guest lecture responses– 6 points (3 x 2)
WHAT : We will have two guest lectures during the course of the semester. Listen carefully to
what the lecturer is saying, hone in on the nuances and tenor of their lectures. Think about what
they are arguing and what they are emphasizing. Craft a response to the lecture, taking into account
the readings, the subsequent discussion, and how this made you reappraise (or not) your initial
reaction towards the material. As with the discussion posts I do not expect these to be polished,
but I will be looking for evidence of actual thinking and engaging with the lecture and the
discussion. You may post a discussion post; your set of response posts; and a guest lecture response
in the same week (i.e. in relation to one seminar or one set of readings) but you may also separate
them out. Details to follow.
HOW: Submit via Quercus in the Discussion Board thread and NOT as an attached file.
WHEN: You must post your response by 10 p.m. on the evening of the lecture. This is a hard
deadline to enable you to process your thoughts and respond while the discussion is still fresh in
your mind. You will not get credit for responses uploaded after the deadline.
4. Seminar facilitation: 20 points
WHAT: Each week one student (or perhaps two depending on enrolment) will lead a discussion
on a regular session’s topic after I have given a brief lecture. Plan to make a 30 minute in-class
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presentation about the week’s readings, raise critical questions, and set forth topics for discussion.
The presentation is not to be a summary of the readings but instead an in depth engagement with
them. You will then gather additional comments about the presentation and reaction posts from
other class participants as a catalyst for further discussion. I will mark your presentation primarily
on your ability to critically engage with the readings (and your classmates’ reactions) and set the
stage for a quality and in depth discussion that uses the texts as the departure point for the
discussion. Details to follow.
HOW: One week in advance you must furnish me with a skeletal outline or facilitation plan,
including excerpts and page numbers from the readings, around which you will frame your
discussion. This means that you will have to have read the material at least 8 days in advance of
the date on which you are facilitating. The outline will count 5 points out of the total of 20. If you
do not submit one then you will lose the 5 points.
WHEN: You must sign up online in Week One. Sign up is on a first come first serve basis.
5. Participation : 5 points
This is not about who talks the most during seminars. I value quality (such as when students make
comments that stay close to the text) over quantity. I understand that some of you may be reluctant
to talk during class, particularly early on in the course. Feel free to come to my virtual office hours
and talk over any of the readings or your assignments. I consider this to be “engagement” with the
course and will take it into consideration when determining this part of your grade. Posting more
than the minimum amount of responses is another form of engagement. So too, is sharing
something on the discussion board which you think is relevant. This may take the form of a blog
post, a tweet, a newspaper article, a song, or a poem etc. You must briefly explain why you are
sharing it - “I’m sharing this song because it has a good beat” won’t quite suffice. I am happy to
talk with you at any point during the semester to give you my thoughts on your course engagement.
Students who miss more than one seminar during the term will lose one mark (out of the five) per
additional seminar missed. Details to follow.
6. Outline or Abstract: 5 points
WHAT: The purpose of this assignment is to give you a low stakes opportunity to think about
your final essay. What are your top two areas of interest? What is your research question (even if
it is a rough question); or what are your top two questions that you want to explore further? What
will you be arguing? Discuss at least some of the literature which you plan to (even if only
tentatively) draw on in your essay. This should be no longer than two double spaced pages TNR
12. It can also take the form of an abstract – in which case it should be no longer than 1000 words.
Details to follow.
HOW: Your outline or abstract must be submitted on Quercus. Make an appointment to discuss
your ideas with me before you do this - by no later than Friday 23 October.
WHEN: 3 p.m. on 2 November. Late penalty: 2 % per day. Submissions that are more than 7 days
late will not be accepted.
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7. Essay: 40 points
WHAT: Students must submit a 5000 word (20 pages TNR double spaced) Essay. You have a
large degree of freedom for your final paper : the idea is that it will serve as a basis for your further
research and/or be useful to your own scholarship. The Essay must draw on the course themes
and/or assigned and supplemental readings as a point of departure. In other words, you must
engage with some of the issues or questions raised during the course and in the readings. Your
Essay may take the form of a 1) critical literature review which discusses a specific question or
issue raised in the course; 2) a research proposal pertaining to a course theme, or 3) a research
paper on some aspect of punishment, broadly construed. It could also take some other form – as
long as you discuss your idea with me beforehand. A critical literature review must incorporate
readings from the required and supplemental reading list plus additional sources relevant to the
topic, and it must be geared towards a specific angle, issue, or question - related to the course
themes. The research proposal must include a literature review, a statement of research questions,
and a detailed methods section outlining how data will be collected and analyzed. The research
paper must involve an investigation of a relevant topic and will normally incorporate original
research around a specific research question and speak to the literature that you draw on and refer
to in your paper. Details to follow.
HOW: via Quercus. Further details about Turnitin to follow.
WHEN: 3 p.m. on 30 November. Late penalty: 2 % per day. Submissions that are more than 7
days late will not be accepted.
Academic Integrity
Copying, plagiarizing, falsifying medical certificates, or other forms of academic misconduct
will not be tolerated. Any student caught engaging in such activities will be referred to the
Dean’s office for adjudication. Any student abetting or otherwise assisting in such misconduct
will also be subject to academic penalties. Students are expected to cite sources in all written
work and presentations. See this link for tips for how to use sources well:
(http://www.writing.utoronto.ca/advice/using-sources/how-not-to-plagiarize).
According to Section B.I.1.(e) of the Code of Behaviour on Academic Matters it is an offence "to
submit, without the knowledge and approval of the instructor to whom it is submitted, any
academic work for which credit has previously been obtained or is being sought in another
course or program of study in the University or elsewhere."
By enrolling in this course, you agree to abide by the university’s rules regarding academic
conduct, as outlined in the Calendar. You are expected to be familiar with the Code of Behaviour
on Academic Matters (http://www.artsci.utoronto.ca/osai/The-rules/code/the-code-of-behaviour-
on-academic-matters) and Code of Student Conduct
(http://www.viceprovoststudents.utoronto.ca/publicationsandpolicies/codeofstudentconduct.htm)
which spell out your rights, your duties and provide all the details on grading regulations and
academic offences at the University of Toronto. Normally, students will be required to submit
their course essays to Turnitin.com for a review of textual similarity and detection of possible
plagiarism. In doing so, students will allow their essays to be included as source documents in
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the Turnitin.com reference database, where they will be used solely for the purpose of detecting
plagiarism. The terms that apply to the University's use of the Turnitin.com service are described
on the Turnitin.com web site.
Accessiblity Services
It is the University of Toronto's goal to create a community that is inclusive of all persons and
treats all members of the community in an equitable manner. In creating such a community, the
University aims to foster a climate of understanding and mutual respect for the dignity and worth
of all persons. Please see the University of Toronto Governing Council “Statement of
Commitment Regarding Persons with Disabilities” at
http://www.governingcouncil.utoronto.ca/Assets/Governing+Council+Digital+Assets/Policies/P
DF/ppnov012004.pdf. In working toward this goal, the University will strive to provide support
for, and facilitate the accommodation of individuals with disabilities so that all may share the
same level of access to opportunities, participate in the full range of activities that the University
offers, and achieve their full potential as members of the University community. We take
seriously our obligation to make this course as welcoming and accessible as feasible for students
with diverse needs. We also understand that disabilities can change over time and will do our
best to accommodate you. Students seeking support must have an intake interview with a
disability advisor to discuss their individual needs. In many instances it is easier to arrange
certain accommodations with more advance notice, so we strongly encourage you to act as
quickly as possible. To schedule a registration appointment with a disability advisor, please visit
Accessibility Services at http://www.studentlife.utoronto.ca/as, call at 416-978-8060, or email at:
[email protected]. The office is located at 455 Spadina Avenue, 4th Floor, Suite
400. Additional student resources for distressed or emergency situations can be located at
distressedstudent.utoronto.ca; Health & Wellness Centre, 416-978-8030,
http://www.studentlife.utoronto.ca/hwc, or Student Crisis Response, 416-946-7111.
Equity and Diversity Statement
The University of Toronto is committed to equity and respect for diversity. All members of the
learning environment in this course should strive to create an atmosphere of mutual respect. As a
course instructor, I will neither condone nor tolerate behaviour that undermines the dignity or
self-esteem of any individual in this course and wish to be alerted to any attempt to create an
intimidating or hostile environment. It is our collective responsibility to create a space that is
inclusive and welcomes discussion. Discrimination, harassment and hate speech will not be
tolerated. Additional information and reports on Equity and Diversity at the University of
Toronto is available at http://equity.hrandequity.utoronto.ca.
Mode of Instruction
Course delivery will be dual – students are expected to attend in-person seminars in Room 240 or
to attend remotely and synchronously via Zoom. In other words, students are expected to attend
seminars, whether virtually or in person. While the latter option is preferable (for pedagogical
reasons), if students choose the synchronous online option, they must register for each lecture in
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advance, by no later than Sunday 5 p.m. If students do not register for the online option then I
will assume that the in-person option has been chosen. Students must register for a Zoom
account using their UTORid and password (Web Portal Login: https://utoronto.zoom.us). During
the course of the semester, depending on the circumstances, I may make changes to the course
delivery mode.
Course Schedule and Class Seminar Details
September 14: Overview of course.
Black D. (1983) Crime as social control. American Sociological Review 48(1): 34–45.
Hannah-Moffat K. and Lynch M. (2012) Theorizing punishment’s boundaries: An introduction.
Theoretical Criminology. 16(2): 119–121
Zedner L. (2016) Penal subversions: When is a punishment not punishment, who decides on
what grounds. Theoretical Criminology. 20(1): 3–20.
Further Reading
Carvalho, H. Chamberlen, A. Duff, D. (2019) Introduction to the Special Issue on the Problem of
Punishment: Renewing Critique. Social & Legal Studies. 28(1) 3–9.
Mitchell T (1991). The limits of the state: Beyond statist approaches and their critics. American
Political Science Review. 85: 77-96.
Myers N. (2019) “Jailers in the Community”: Responsibilizing Private Citizens as Third-party
Police. Canadian Journal of Criminology. 61(1): 66-85.
Robinson G. (2016) The Cinderella complex: Punishment, society and community sanctions.
Punishment & Society. 18(1) :95–112.
Rubin A. and Phelps, M. (2017) Fracturing the penal state: State actors and the role of conflict in
penal change. Theoretical Criminology.21(4): 422–440.
September 21: Penal Power and Penal Excess
Garland D. (2005) 'Penal excess and surplus meaning: Public torture lynchings in twentieth-
century America.' Law and Society Review. 39 (4): 793-834.
Mbembe A. (1992) Provisional Notes on the Postcolony. Africa. 62(1): 3-37.
Thomas, D. (2011) Exceptional Violence Embodied Citizenship in Transnational Jamaica. Duke
University Press. Chapter 3 only (Spectacular Bodies).
Further Reading
Brown, M. (2017) Postcolonial penality: Liberty and repression in the shadow of independence,
India c. 1947. Theoretical Criminology. 21(2): 186–208.
Garland D. (2018) Penal power in America: Forms, functions and foundations. Journal of the
British Academy. 5(1):3-5.
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Lenta M. (2008) Sentencing Slaves: Verdicts of the Cape Courts, 1705-1794 Author(s): English
in Africa. 35 (2): 35-51.
September 28 : Punishment, Revolutionary Justice, and State Formation
Dudai R. (2018) 'Underground penality: The IRA's punishment of informers'. Punishment and
Society 20(3): 375-395.
Buur L. (2003) Crime and Punishment on the Margins of the Postapartheid State. Anthropology
and Humanism. 28(1): 23-42
Kynoch G. and Alexander J. ( 2011) Introduction: Histories and Legacies of Punishment in
Southern Africa. Journal of Southern African Studies. 37(3): 395-413.
Further Reading
Allison J. (1990) In search of revolutionary justice in South Africa. International Journal of the
Sociology of Law. 18: 409–428.
Crais C. (1998) Of men, magic, and the law: Popular justice and the political imagination in
South Africa. Journal of Social History 32: 49–72.
Merry S. (1993). Sorting out Popular Justice, in Merry, S., & N. Milner, eds., The Possibility of
Popular Justice: A Case Study of Community Mediation in the United States, Ann Arbor:
University of Michigan Press.
Merry S. (1988) Legal pluralism. Law and Society Review. 22: 869–896.
Super, G. (2017) What’s in a name and why it matters: A historical analysis of the relationship
between state authority, vigilantism and penal power in South Africa. Theoretical Criminology.
21(4) 512– 53.
October 5 : Punitiveness
Carvalho H. and Chamberlen A. (2018) Why punishment pleases: Punitive feelings in a world of
hostile solidarity. Punishment and Society. 20(2): 217–234.
Hamilton C. (2014): Reconceptualizing Penality Towards a Multidimensional Measure of
Punitiveness. British Journal of Criminology. (2014) 54, 321–343.
Mbembe A. (2003) Necropolitics. Public Culture. 15(1): 11-40.
Further Reading
Dubber M. (2006) The Sense of Justice: Empathy in Law and Punishment. New York: New York
University Press.
Garfinkel H. (1956) Conditions of successful degradation ceremonies. American Journal of
Sociology. 61(5): 420–424.
Kelly E. (2018). The Limits of Blame, Rethinking Punishment and Responsibility. Cambridge,
London: Harvard University Press.
Mead G. (1918) The Psychology of Punitive Justice. American Journal of Sociology,23(5): 577-
576.
Reeves C. (2019) What Punishment Expresses. Social & Legal Studies 28(1) :31–57.
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Super G. 2020 Punitive welfare on the margins of the state : narratives of punishment and
(in)justice in Masiphumelele. Social and Legal Studies, 2020.
October 12 – Holiday: No Seminar
October 19 : Bordering, Sovereign Power, and ‘Periphractic Marginalization’
Kyed H. (2019) Provisional police authority in Maputo’s inner-city periphery Society and Space
0(0): 1–19. DOI: 10.1177/0263775819865553.
Andersson R. (2014) Hunter and Prey: Patrolling Clandestine Migration in the Euro-African
Borderlands Anthropological Quarterly. 87 (1):119-150.
Razack J. (2014) ‘It happened more than once’: Freezing deaths in Saskatchewan. Canadian
Journal of Woman and the Law. 26(1): 51–80.
Further Reading
Mamdani M. (1996) Citizen and Subject: Contemporary Africa and the Legacy of Late
Colonialism. Cape Town: David Philip.
Casas M. Cobarrubias S. Pickels J. (2010) Stretching Borders Beyond Sovereign Territories?
Mapping EU and Spain’s Border Externalization Policies. Geopolítica(s). 2 (1): 71-90
Williams K. and Mountz A. (2018) Between Enforcement and Precarity: Externalization and
Migrant Deaths at Sea. International Migration. 56 (5) : 75-89.
Hansen T. and Stepputat F. (2005) Introduction: On empire and sovereignty. In: Hansen TB and
Stepputat F (eds) Sovereign Bodies: Citizens, Migrants, and States in the Postcolonial World.
Princeton: Princeton University Press, pp. 9–37.
October 26 (drop deadline) Carceral space
Moran D. Turner J. & Schliehe A. (2018) Conceptualizing the carceral in carceral geography.
Progress in Human Geography. 42(5): 666–686.
Jensen S. (2020). Afterword The Urban and the Carceral. The Cambridge Journal of
Anthropology. 38(1): 140-145.
Nieftagodien Noor. 2017.“Life in South Africa’s Hostels: Carceral Spaces and Places of
Refuge.” Dwelling, 37 (3): 427 – 436.
Further Reading
McKittrick K. (2011): On plantations, prisons, and a black sense of place. Social & Cultural
Geography. 12:8, 947-963.
Yiftachel O. 2009. Critical Theory and ‘Gray Space’: Mobilisation of the Colonised. City. 13(2-
3):246-263
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Rodgers D. (2019) Urban Anti-politics and the Enigma of Revolt: Confinement, Segregation, and
(the Lack of) Political Action in Contemporary Nicaragua. Ethnos. 84 (1): 56-73.
November 2 (Abstract due):Jurisdiction, Scale and Legal Pluralism (Guest Lecture:
Professor Mariana Valverde)
Sylvestre M. Damon W. & Blomley N. (2015). Spatial Tactics in Criminal Courts and the
Politics of Legal Technicalities. Antipode. 47 (5) : 1346–1366
Valverde M. 2009 Jurisdiction and Scale: Legal ‘Technicalities' as Resources for Theory. Social
& Legal Studies. 18: 139
Valverde M (2008) Analyzing the governance of security: Jurisdiction and scale. Behemoth: A
Journal on Civilisation. 1: 3–15.
Further Reading
Sylvestre M. Blomley N. & Bellot C. (2020) Red Zones: Criminal Law and the Territorial
Governance of Marginalized People. Cambridge University Press, 2020.
de Sousa Santos B. (1987). Law: A Map of Misreading. Toward a Postmodern Conception of Law.
Journal of Law and Society.14:3: 279-302.
Landau L. (2019). Chronotope of Containment Development: Europe’s Migrant Crisis and
Africa’s Reterritorialisation. Antipode. 51(1): 169–186.
November 8 Reading week : No seminar
November 16 Punishing mobility (Guest Lecture Dr. Ana Ballesteros Pena)
Bosworth M. Franko K & Pickering S. (2018) Punishment, globalization and migration control:
‘Get them the hell out of here’. Punishment & Society. 20(1) 34–53.
Aas K (2014) Bordered penality: Precarious membership and abnormal justice. Punishment &
Society. 16(5): 520–541.
Bosworth M. (2019) ‘Immigration Detention, Punishment and the Transformation of Justice’.
Social and Legal Studies. 28(1) 81-99.
Further Reading
Barker V. (2017) Penal power at the border: Realigning state and nation. Theoretical Criminology
21(4): 441– 457.
Campesi G. (2019) Genealogies of Immigration Detention: Migration Control and the Shifting
Boundaries Between the ‘Penal’ and the ‘Preventive’ State. 1:22. DOI:
10.1177/0964663919888275
Tazzioli M. (2018) Containment through mobility: migrants’ spatial disobediences and the
reshaping of control through the hotspot system. Journal of Ethnic and Migration Studies 44 (16):
2764–2779.
November 23 – Banishment
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Beckett K. & Herbert S. (2010). Penal Boundaries: Banishment and the Expansion of
Punishment. Law & Social Inquiry, 35(1), 1-38.
Roy A. (2019). Racial Banishment. In Keywords in Radical Geography: Antipode at 50
(eds Antipode Editorial Collective, T. Jazeel, A. Kent, K. McKittrick, N. Theodore, S. Chari, P.
Chatterton, V. Gidwani, N. Heynen, W. Larner, J. Peck, J. Pickerill, M. Werner and M.W.
Wright). doi:10.1002/9781119558071.ch42.
Super G. (2020). 'Three warnings and you're out': Banishment and precarious penality in South
Africa's informal settlements. Punishment and Society. 22(1): 48-69.
Further Reading
Beckett K. and Herbert S. (2010) Banished. The New Social Control in Urban America.
Oxford/New York: Oxford University Press.
Mitchell K. (2009) Pre-Black Futures. Antipode 41(S1): 239–261.
Roy, A. (2017). Dis/possessive collectivism: Property and personhood at city’s end.
Geoforum (80) : 1-1.
Goodman N. (2012) Banished. Common Law and the Rhetoric of Social Exclusion in Early New
England. Philadelphia: University of Pennsylvania Press.
November 30 (Essay Due) : Lynching in peripheralised spaces
Goldstein D (2003) "In our own hands": Lynching, justice, and the law in Bolivia.
Orock R. (2014). Crime, in/security and mob justice: the micropolitics of sovereignty in
Cameroon. Social Dynamics.40 (2): 408–428.
Snodgrass Godoy. A. (2006) Popular Injustice, Violence, Community and the Law in Latin
America. Stanford University Press, Stanford: California. Preface and Chapter One.
Further Reading
Burrell J. and Weston G. Lynching and Post-War Complexities in Guatamala. In Pratten D. and
Sen A. eds Global Vigilantes. New York: Columbia University Press. 371-392.
Cooper-Knock S. J. (2014). Policing in intimate crowds: Moving beyond ‘the mob’ in South
Africa. African Affairs, 113(453), 563-582.
Krupa C. (2009) Histories in Red: Ways of Seeing Lynching in Ecuador American Ethnologist.
36(1): 20-39.
Rush Smith N. (2019) Contradictions of Democracy: Vigilantism and Rights in Post-Apartheid
South Africa. Oxford: Oxford University Press.
Santamaria G. (2017) Lynching, Religion, and Politics in Twentieth-Century Puebla. In Pfeifer,
M. (ed) Global Lynching and Collective Violence. Vol 2 Americas and Europe. Urbana, Chicago,
Springfield: University of Illinois Press.
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Sen A. (2008) Everyday and Extraordinary Violence: Women vigilantes and raw justice in the
Bombay Slums. In Pratten D. and Sen A. eds Global Vigilantes. New York: Columbia University
Press. 69-92.