Thematische Bibliographien / Reformatory schools

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Auswahl der wissenschaftlichen Literatur zum Thema „Reformatory schools“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 6. Februar 2022

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Zeitschriftenartikel zum Thema "Reformatory schools"

Carden, Clarissa. „Reformatory schools and Whiteness in danger: An Australian case“. Childhood 25, Nr. 4 (14.05.2018): 544–54. http://dx.doi.org/10.1177/0907568218775177.

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The Queensland Reformatory and Industrial Schools Act (1865) provided for the creation of a system of reformatory and industrial schools. This article explores the early years of the reformatory for boys. The Act defined Aboriginal children as ‘neglected’ and eligible to be sent to this institution. However, of the first 1000 children admitted, all but 33 were White. This article explores this contradiction through an analysis of the reformatory in light of fears about the fragility of Whiteness in Queensland’s climate.

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Smith, Colin. „INCREDIBLE HULKS: SHIP SCHOOLS AND THE REFORMATORY MOVEMENT“. Emotional and Behavioural Difficulties 3, Nr. 1 (März 1998): 20–24. http://dx.doi.org/10.1080/1363275980030104.

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Stack, John A. „The Catholics, The Irish Delinquent and the Origins of Reformatory Schools in Nineteenth Century England and Scotland“. Recusant History 23, Nr. 3 (Mai 1997): 372–88. http://dx.doi.org/10.1017/s0034193200005756.

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In the autumn of 1851, a group of philanthropists, magistrates, and prison officials sent out a circular inviting like-minded persons to a conference on ‘the Condition and Treatment of the “Perishing and Dangerous Classes” of Children and Juvenile Offenders.’ On December 9 and 10, this conference met in Birmingham and adopted a number of resolutions advocating that destitute and criminal children be sent to reformatory institutions instead of prison. It also appointed a committee to advance the reformatory cause, and this group subsequently presented the Birmingham Conference's resolutions to the Home Secretary (Sir George Grey).

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Thuen, Harald. „Education or punishment? Reformatory schools in Norway, 1840‐1950“. History of Education 20, Nr. 1 (März 1991): 49–60. http://dx.doi.org/10.1080/0046760910200106.

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Ralston, Andrew G. „THE DEVELOPMENT OF REFORMATORY AND INDUSTRIAL SCHOOLS IN SCOTLAND, 1832-1872“. Scottish Economic & Social History 8, Nr. 1 (Mai 1988): 40–55. http://dx.doi.org/10.3366/sesh.1988.8.8.40.

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Grigg, Russell. „EDUCATING CRIMINAL AND DESTITUTE CHILDREN: REFORMATORY AND INDUSTRIAL SCHOOLS IN WALES, 1858–1914“. Welsh History Review / Cylchgrawn Hanes Cymru 21, Nr. 2 (01.12.2002): 292–327. http://dx.doi.org/10.16922/whr.21.2.4.

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Ploszajska, Teresa. „Moral landscapes and manipulated spaces: gender, class and space in Victorian reformatory schools“. Journal of Historical Geography 20, Nr. 4 (Oktober 1994): 413–29. http://dx.doi.org/10.1006/jhge.1994.1032.

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Andjelkovic, Sladjana, und Zorica Stanisavljevic-Petrovic. „The development of the ecological paradigm: From school towards nature“. Glasnik Srpskog geografskog drustva 92, Nr. 3 (2012): 49–68. http://dx.doi.org/10.2298/gsgd1203049a.

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This work contemplates on the possibility of the development of the ecological paradigm through the process of learning in authentic natural environments. The support to the development of the ecological paradigm is given by the current reformatory processes in schools that increasingly promote the openness of schools and the transfer of the stuffy process into informal environments, natural and social surroundings. Natural surroundings are filled with new challenges and comprise a challenging environment for students where they can explore, experiment, realize the relationships between objects and occurrences in nature. Authentic natural surroundings are a new kind of lecturing situation where they are given a chance for situational, cooperative and studying through experience. Being in touch with nature has effect on the cognitive, affective and psychomotoric development of the students, also on the building of a new kind of attitude towards nature based on the interconnection and mutual condicionality.

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Stack, John A. „Reformatory and industrial schools and the decline of child imprisonment in mid‐Victorian England and Wales“. History of Education 23, Nr. 1 (März 1994): 59–73. http://dx.doi.org/10.1080/0046760940230104.

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Curtin, Geraldine. „‘The Child Condemned’: The Imprisonment of Children in Ireland, 1850–19081“. Irish Economic and Social History 47, Nr. 1 (02.07.2020): 78–96. http://dx.doi.org/10.1177/0332489320934588.

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In the 1850s, tens of thousands of children were imprisoned in Ireland. At that time there was a growing concern internationally that incarceration of children with adult criminals was inappropriate. This concern resulted in the passage of legislation in 1858 which facilitated the opening of reformatory schools in Ireland. By 1870, ten reformatories had opened, yet, as this article argues, three quarters of children given custodial sentences in that year were sent to prison and not to the new institutions. In the second half of the nineteenth century, there were attempts to improve conditions for children in prison; however, as the century drew to a close, there was a general agreement that any form of imprisonment was unsuitable for children. New laws, culminating in the Children Act of 1908, gradually brought about the removal of children from prisons, so that by 1912 there were only five children imprisoned in Ireland.

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Dissertationen zum Thema "Reformatory schools"

Thompkins, Mary. „The Philanthropic Society in Britain with particular reference to the Reformatory Farm School, Redhill, 1849-1900“. University of Western Australia. School of Humanities, 2007. http://theses.library.uwa.edu.au/adt-WU2007.0221.

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This study of the Philanthropic Society (later the Royal Philanthropic Society) sets out to explain how it survived during many shifts in thinking about the treatment of juvenile offenders in nineteenth-century Britain. The study also pays particular attention to relationships between the Society and the state, showing how the Society was gradually drawn into dependence on the state. The thesis begins with an overview of the Society's work prior to its decision to move from London to Redhill in 1849. Next it proceeds to a close study of the Society's work until the end of the century. The decision to concentrate on the Redhill Farm School reflects not only changing views about the reformation of young offenders, but also the financial imperatives which forced the Society along paths shaped by the state. Close attention is paid to the way Parliamentary inquiries and commissions, which in the mid-Victorian period tended to laud the Society as a model, later criticized it for lagging behind advanced thinking. Interwoven within this narratives are descriptions of the specific measures the Society took for training and caring for boys at Redhill. It explores the nature of unpaid labour, training and discipline enforced at the farm school. It also examines the variety of subjects taught during the years a boy would spend working within a strict discipline, and the methods used to enforce such discipline. Another subject worthy of extended consideration is the Society's enthusiasm for emigration to British colonies following a boy's term of incarceration. The thesis closes with an examination of how and why the Society lost its reputation as a leader in the treatment of young offenders in the late-Victorian period, as government imposed new rules and regulations. The overall argument is that the Society born as the result of moral panics about children at risk became a long-term survivor as the result of partnerships with the state.

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Cale, Michelle. „'Saved from a life of vice and crime' : reformatory and industrial schools for girls, c.1854-c.1901“. Thesis, University of Oxford, 1993. https://ora.ox.ac.uk/objects/uuid:a551dd78-6ebc-4b0d-a2fe-693e74d5e19c.

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Reformatory and industrial schools were semi-penal Victorian institutions designed, firstly, to reclaim juveniles from a nascent criminal career and, secondly, to prevent neglected children from slipping into criminality. Most existing studies of these schools have been principally concerned with the campaigning philanthropists, such as Mary Carpenter, central government activity, and institutions for boys. This thesis utilises hitherto unused archival sources relating to individual institutions for girls in order to look at various aspects of reformatory life from the perspective of those by whom it was daily experienced. In addition to a consideration of the lives of the inmates, there are discussions of the motivations of the voluntary managers and the pay and conditions of the staff. A data base of industrial school cases from the Children's Society is analysed, in conjunction with other committal records, to ascertain which children were most likely to find themselves incarcerated. The importance of the respectability of a child's mother is particularly highlighted. The role of sexuality is discussed, in relation to attitudes towards girl delinquents, the selection of girls for committal, and the prevention of immorality within the schools. The internal disciplinary regime is considered in two chapters, the first concentrating on the forms of punishment and reward common throughout the reformatory system; and the second on the kinds of outburst and disturbance which contemporaries labelled hysterical, but which could be interpreted as calculated resistance to authority. Special attention is paid to the issue of corporal punishment. The socialising education in feminine, domestic skills which was provided in these institutions is the subject of a further chapter. Finally, the destinations of the 'reformed' girls on release is analysed, again using the Children's Society cases. The little which is known of their adult lives and various tokens of 'success' or 'failure' are delineated in an attempt to assess whether the schools accomplished their numerous aims.

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Hartley, E. „The institutional treatment of juvenile delinquency : aspects of the English reformatory and industrial school movement in the nineteenth century“. Thesis, University of Leicester, 1986. http://hdl.handle.net/2381/35643.

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This thesis studies the significance of the reformatory as a nineteenth century institution whose purpose was to reduce and eventually eliminate Juvenile crime. It examines in particular the reformatory school and the long-term industrial school (together with its products the truant and day industrial school). It is argued that the growth and development of these schools was governed by the dynamic interaction of social pressures and institutional responses, but the Home Office's position between these two forces was often a formative influence in its own right. Some of the traditional interpretations of reformatory history are reviewed critically, particularly the view that reformatory and industrial schools were the creations of wide-ranging fears about juvenile criminality, and that Home Office Schools were no longer seen as socially relevant by the end of the nineteenth century. There are two fundamental themes. The first is concerned with the ideological underpinning of the industrial and reformatory school movement, both at its inception and during its development in the second half of the century. The theory and practice of the institutions forms the second theme, and a detailed study of daily regimes is integral to an attempt to assess how legal and social changes were interpreted and acted upon in the schools. The final part of the thesis suggests that toward the end of the nineteenth century Home Office Schools adapted in a variety of ways to the changing demands made upon them, and continued to function as significant agents in society's attempts to remodel the characters of its non-conforming children.

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Nuq, Amélie. „La rééducation des jeunes déviants dans les maisons de redressement de l’Espagne franquiste (1939-1975)“. Thesis, Aix-Marseille, 2012. http://www.theses.fr/2012AIXM3068/document.

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Ce travail de thèse porte sur le destin des enfants et des adolescents envoyés en maisons de redressement (reformatorios) de 1939 à 1975. Il confronte la norme produite par l'État franquiste en matière de déviance juvénile aux réalités de la prise en charge des mineurs dans trois institutions particulières : l'Asilo Durán de Barcelone, la Colonia San Vicente Ferrer de Valence et, dans une moindre mesure, la Casa tutelar San Francisco de Paula de Séville. L'histoire heurtée et le caractère archaïque des reformatorios révèlent les carences de l'État espagnol (manque structurel de moyens, place considérable de l'Eglise catholique). Dans le domaine de la prise en charge de la déviance juvénile, le franquisme n'invente rien ou presque : il se contente d'abroger les réformes limitées mises en place par la Seconde République pour en revenir au dispositif de la Dictature de Primo de Rivera. Les pensionnaires de maison de redressement sont internés pour deux motifs principaux : le vol et l'indiscipline. Ils ne viennent pas majoritairement de quartiers populaires dans lesquels une population ouvrière est installée depuis longtemps : c'est plutôt le déracinement, lié à la guerre et aux mutations profondes de la société espagnole, qui provoque la fragilité et favorise la déviance. Il apparaît que les enfants de « rouges » ne représentent qu'une minorité des pensionnaires de l'Asilo Durán et de la Colonia San Vicente Ferrer. Néanmoins, les reformatorios constituent un des maillons de la chaîne répressive, de contrôle social et de bienfaisance mise en place par la dictature franquiste avec l'appui de l'Eglise catholique
This dissertation analyzes the fate of children and teenagers sent to Spanish reformatory schools between 1939 and 1975. It compares the official norm of youth deviance produced by Franco's state with the actual treatment of minors in three institutions: the Asilo Durán in Barcelona, the Colonia San Vicente Ferrer in Valencia and, to a lesser extent, the Casa tutelar San Francisco de Paula in Sevilla. The turbulent history of reformatorios and their antiquated methods reflect the failings of the Spanish State (structural lack of means, strong influence of the Catholic Church). The study of laws shows that Francoism innovates very little in the field of youth deviance management. It merely abrogates the limited reforms of the Republican era and reactivates the policy implemented under the Primo de Rivera Dictatorship. The inmates of reformatory schools are incarcerated for two main motives: theft and indiscipline. They are not from traditional working class neighborhoods: social frailty and related deviant behaviors are rather caused by the loss of roots due to the war and the deep mutations of Spanish society. Children of “reds” only accounted for a minority of inmates of the Asilo Durán and of the Colonia San Vicente Ferrer. Reformatorios are nevertheless a component of the policy of repression, social control and charity set up by Franco's dictatorship with the support of the Catholic Church

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Pannall, Michael Anthony. „Individualization in the teaching of English at child care and reformatory schools“. Thesis, 2014. http://hdl.handle.net/10210/10017.

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M.Ed. (Didactics)
The problem of individualization strategies for teaching English at child care and reformatory schools is the focus of this inquiry. Aspects of the problem were encountered during initial professional visits to teachers of English classes at these schools, which cater for behaviourally deviate pupils. The researcher observed that certain pupils were unable to complete the English syllabus because of a protracted absence from school during the year. This phenomenon was disregarded by the teachers and resulted in poor performances by the pupils. An additional investigation was conducted and interviews were held with persons concerned with the fifteen child care and reformatory schools which were visited and an analysis was made of available documentation. This research reinforced the original observation that poor performances by pupils in the subject English were possibly caused by a lengthy absence form school. By means of a literature study, didactical structures which were to assist pupils who had absconded, were identified. An observation schedule was compiled and teachers were evaluated according to their successful application of these structures. During the research it became evident that the teacher was one of the most important identifiable factors which have an influence on the learning progress of the pupil. The successful practice of individualization within the English classroom depended upon the functional application of the Academic Time Continuum, differentiated work sheets and an individual frequency table. It is suggested that pupils could benefit if teachers were to take note of the didactic structures highlighted in this research.

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HUANG, CHING-WEN, und 黃靖雯. „Implement Status of Juvenile School Transition and Reentry Policy in Diversion and Reformatory Education“. Thesis, 2019. http://ndltd.ncl.edu.tw/handle/x5x7wn.

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Marine und 李昭蓉. „「Ｂad」/Why girls speak out: adolescent girls' life experience and body discipline in juvenile reformatory school“. Thesis, 2005. http://ndltd.ncl.edu.tw/handle/66238776898842575656.

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碩士
國立高雄師範大學
性別教育研究所
93
Abstract People always have a stereotype on those adolescent girls of juvenile reformatory school. Their family backgrounds, experiences of life or individual qualities, all of them are considered to be “problematic”. These adolescent girls who are ignored have no opportunity to express their inner voices. By participant observation and deeply interviewing adolescent girls of juvenile reformatory school, I try to create an opportunity for these girls. I hope they can speak out what they thoughts in the juvenile reformatory school. Therefore, the research develops the following purpose: 1. To describe the adolescent girls’ manner of life in the livelong day, so that the public could understand these girls ordinary life. 2. To depict the four girls’ living backgrounds in the juvenile reformatory school, in order to show girls’ different ways of life. However, I try to break up the label” bad girls” in which is established by the public who take the label to assimilate these girls. 3. By observing and interviewing, I want to discuss the adolescent girls’ experience of body discipline in the juvenile reformatory school. At first, in the criminal research, there are rare researches about adolescent girls’ body discipline. Secondly, in the discourse of body discipline, there are also rare discussions about adolescent girls in institution. The last, there are fewer academic researches or references concerning the criminal adolescent girls living story in the juvenile reformatory school, thus by this research, to some extent, I wish to fill the gap concerning this kind of research. I also try to let adolescent girls speak their voice out of the public through my research.

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SU-WEI, LU, und 盧蘇偉. „The influence of the unicycling activities toward the self-concept of juveniles under reformatory education - Taking Taoyuan Reform School as an example“. Thesis, 2010. http://ndltd.ncl.edu.tw/handle/88340416413310691609.

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碩士
國立臺北大學
犯罪學研究所
98
ABSTRACT The influence of the unicycling activities toward the self-concept of juveniles under reformatory education - Taking Taoyuan Reform School as an example. By Lu, Su-wei January 2010 ADVISOR: Dr. Huang, Fu-Yuan DEPARTMENT: GRADUATE SCHOOL OF CRIMINOLOGY MAJOR: CRIMINOLOGY DEGREE: MASTER OF LAW The social problems caused by juveniles are getting increasingly worse day by day. For a long time, scholars and experts from various professional realms have had different perspectives and actions regarding “how to specifically and effectively assist current juvenile delinquents and to help them not to sin again or not to become adult recidivists”. However, they all seemed to be lacking in specific and concrete results. This research aimed to use the special learning process and experience of unicycling activities and use them as the turning points of the crime life history theory. Through these activities, we hope to improve the juveniles’ negative self-concept, interpersonal reactions, and learning attitudes so that their low self-efficiency and resilience could be elevated, thus leading to an improvement in their deviant behavior. This research utilized a certain class of the Juvenile Correctional School and used the quasi-experimental method to engage in a comparison before and after the experiment. Also, an analysis of the control group and experimental group was used to verify unicycling activities’ effects on the juveniles under reformatory education. Besides, this research compared other classes’ different results of skill training and proved the importance of the successful experiences to the juveniles. The research results could be used to promote unicycling activities, and juvenile reformatory education, as well as being a consulting reference of correctional schools. We hope this research could stir up the creativity and passion of the consultants of crime correction and bring a positive influence on the lives of the juveniles. The following are the discoveries of this research: 1. Unicycling activities have a significant influence on the “self-concept” of the juveniles. 2. Unicycling activities have a significant influence on the “parent-children relationship” of the juveniles. 3. Unicycling activities have a significant influence on the “emotional control” of the juveniles. 4. Unicycling activities have a significant influence on the “interpersonal reaction” of the juveniles. 5. Unicycling activities have a significant influence on the “learning attitude” of the juveniles. 6. This research was similar to the results of other researches. However, we discovered that unicycling activities have a broader and deeper influence. 7. This research discovered that the juveniles’ dropout experiences, educational backgrounds, and school performances would influence the learning performance of the unicycle. The research results matched the basic hypotheses. Based on the aforementioned research discoveries, the unicycling activities as a whole have a significant influence on the self-concept of the juveniles under reformatory education. This research has the following suggestions for families, schools, the society, judiciary correction and individuals: 1. Strengthen the family’s normal functions: (1) Emphasize giving initiative help to disadvantaged families. (2) Provide multi-faced and easy-to-access assistance and resources of marriage and parent education. (3) Offer more assistance resources and access for women. (4) Promote positive and active parenting attitudes. 2. The appreciation education that teaches students according to their aptitudes: (1) Seriously consider Japan and China’s models, placing unicycling activities as a required sport item. (2) The importance of positive discipline. (3) The fulfillment of the balanced development of five branches of education. (4) Never give up any student. 3. The society should take joint-responsibility for disadvantaged and deviant juveniles. 4. Correctional institutions can offer a new opportunity to the juveniles. 5. An endeavor and persistence of never giving up.

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Budáková, Jana. „Pojetí školy 1.stupně v reformních snahách ČSR v období 1.republiky“. Master's thesis, 2014. http://www.nusl.cz/ntk/nusl-340772.

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The conception of the primary school in the reform tendendency of the Czechoslovak Republic in the period of the 1st republic This dissertation should help to make a summary in the czech educational system, primarily at the primary school, in the period of the 1st republic. It compares the 1st republic educational system with todays situation in this topic during permanent reformatory efforts. I hope this dissertation will help for better orientation in the school reformatory movement in the period of the 1st republic and it will bring some useful food for thought about the contemporary situation in the pedagogical and educational field from the point of view of teacher.

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Bücher zum Thema "Reformatory schools"

Thomas, D. H. Reformatory and industrial schools 1854-1933: An annotated list of the reformatory and industrial schools certified by the Home Office 1854-1933. Newcastle upon Tyne: Newcastle upon Tyne Polytechnic Products, 1986.

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Thomas, D. H. Reformatory and industrial schools, 1854-1933: An annotated list of the reformatory and industrial schools certified by the Home Office 1854-1933. Newcastle upon Tyne: Newcastle upon Tyne Polytechnic Products, 1986.

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Degabriele, Dorothy. Review of the functions and purposes of reformatory schools in Malawi. [Lilongwe]: UNICEF, 2001.

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Khan, Mohammed Ilyas. Juvenile laws in Pakistan: Being commentary on Sind Children Act, 1955, Punjab Children Ordinance, 1983, Punjab Youthful Offenders Ordinance, 1983, Punjab Borstal School Act, 1926, Sind Borstal Schools Act, 1955, Reformatory Schools Act, 1897, W.P. Juvenile Smoking Ordinance, 1959, and Probation of Offenders Ordinance, 1960. 2. Aufl. Lahore: Law Pub. Co., 1986.

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Rimmer, Joan. Red Bank School 1858-1986. Newton-le-Willows: Red Bank School, 1986.

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Joan, Rimmer. Yesterday's naughty children: Training ship, girls' reformatory and farm school : a history of the Liverpool Reformatory Association, founded in 1855. Swinton, Manchester: Neil Richardson, 1986.

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Constructing reformatory identity: Girls' reform school education in Finland, 1893-1923. Oxford: Peter Lang, 2009.

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Rimmer, Joan. Red Bank School 1858-1986: [the years of transition and Red Bank today]. Newton-le-Willows: Red Bank School, 1986.

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Sonyŏnwŏn kyoyuk e taehan chʻamyŏ kwanchʻal yŏnʼgu: Chigwŏn ŭi chingmu wa wŏnsaeng ŭi saenghwal ŭl chungsim ŭro = An ethnographic study on reformatory education at juvenile training school. Sŏul: Hanʼguk Hyŏngsa Chŏngchʻaek Yŏnʼguwŏn, 1990.

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Carpenter, Mary. Reformatory Schools (1851). Routledge, 2013. http://dx.doi.org/10.4324/9780203041154.

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Buchteile zum Thema "Reformatory schools"

Baudry-Paimer, Aurélie. „Addressing Juvenile Anti-social Behaviour in Victorian England: Mary Carpenter and the Reformatory Schools“. In Anti-social Behaviour in Britain, 115–27. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137399311_10.

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Pembroke, Sinead. „Acts of Survival and Resistance in Industrial and Reformatory Schools in Ireland in the Twentieth Century“. In The Carceral Network in Ireland, 205–26. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-42184-7_10.

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Bailey, Victor. „W.V. Harcourt on Parental Notice before Forced Emigration or Enlistment of Reformatory and Industrial School Inmates, 1884–1885“. In Nineteenth-Century Crime and Punishment, 176–81. London: Routledge, 2021. http://dx.doi.org/10.4324/9780429504006-25.

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„Penal Reformatory Jichools“. In Reformatory Schools (1851), 325–68. Routledge, 2013. http://dx.doi.org/10.4324/9780203041154-11.

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„Industrial Feeding Schools“. In Reformatory Schools (1851), 224–74. Routledge, 2013. http://dx.doi.org/10.4324/9780203041154-9.

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„Evening Ragged Schools“. In Reformatory Schools (1851), 124–62. Routledge, 2013. http://dx.doi.org/10.4324/9780203041154-7.

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„Free Day Schools“. In Reformatory Schools (1851), 163–223. Routledge, 2013. http://dx.doi.org/10.4324/9780203041154-8.

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„Introductory Chapter“. In Reformatory Schools (1851), 15–71. Routledge, 2013. http://dx.doi.org/10.4324/9780203041154-5.

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„The Gaol“. In Reformatory Schools (1851), 275–324. Routledge, 2013. http://dx.doi.org/10.4324/9780203041154-10.

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„First Pllinciples“. In Reformatory Schools (1851), 72–123. Routledge, 2013. http://dx.doi.org/10.4324/9780203041154-6.

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