The Importance of Sociological Theories in the Comprehension and Re-education of Deviant Minors
Abstract
Deviance is an intrinsic phenomenon of societies and has been dealt with in different ways throughout history. Its expression and definition depend on the social context and indeed it was sociology that gave it its contemporary definition and came to grips with it specifically. The sociology of deviance has developed different models for understanding the phenomenon, focusing also on acts committed by very young people. The aim of this work is to help illustrate that some of these theories, such as anomie and strain theories, the theory of differential opportunities and the labelling approach, can be beneficial for the educator, too often not adequately formed even in the pedagogy of deviance. Deviants are those with whom she will have to deal most. It is therefore perhaps useful to remember the importance of the social sparring among minors and how it is an essential variable to be taken into consideration in re-educational work.
Full Text:
PDF (Italiano)References
Adler, A. (1927). Psicologia individuale e conoscenza dell’uomo. Roma: Newton Compton, 1975.
Agnew, R. (1992).” Foundation of a general strain theory of crime and delinquency”. Criminology, 30, pp. 47- 66.
Barone, P. (2011). Pedagogia della devianza e della marginalità, ed. Guerini, Milano, (seconda edizione).
Bertolini, P., Caronia, L. (1993). Ragazzi difficili. Pedagogia interpretativa e linee di intervento. Ed. a cura di Barone, P., Palmieri, C. Milano: Franco Angeli, 2015.
Caracausi, S. (2016). La devianza minorile. Il trattamento penitenziario minorile. Il ruolo della scuola nella prevenzione della devianza e la figura del criminologo. Youcanprint.
Cohen, A. (1955). Delinquent boys. The culture of the gangs. New York: Free Press.
Cloward, R. A., Ohlin, L. E. (1960). A theory of Delinquency and opportunity. A theory of delinquent gangs. New York: Free Press
Demanet, J., Van Houtte M. (2012). Teacher’s attitude and students’ opposition. School misconduct as a reaction to teachers’ diminished effort and affect. Teaching and Teacher Education, 28(6), 860-869.
Foucault, M. (1975). Sorvegliare e punire. Nascita della prigione. Torino: Einaudi, 2014.
Foucault, M. (1963). Storia della follia nell’età classica. Ed a cura di M. Galzigna, Milano: Bur- Rizzoli, 2011.
Foucault, M. (2000). Gli anormali. Corso al College de France (1974- 1975). Milano: Feltrinelli.
Giorgi, A. (2019). Mai più nell'ombra. Vittime di mafia: dalla conoscenza all'intervento psicologico. Milano: Franco Angeli.
Gross, E., M., Hövermann, A., Messner, S., F. (2018). Marketized mentality, Competitive/egoisitic school culture, and delinquent attitudes and behaviour: an application of Institutional Anomie Theory. Criminology, 56(2), 333- 369. Doi: https://doi.org/10.1111/1745-9125.12173.
Hirshi, T., Gottfredson, M. (1983). Age and the explanation of crime. American Journal of Sociology, 89, 522- 584
Hövermann, A., Gross, E., Zick, A., Messner, S., F. (2015). Understanding the devaluation of vulnerable groups: A novel application of Institutional Anomie Theory. Social Science Research, 52, 408-421.
Lemert, E. M. (1967). Devianza, problemi sociali e forme di controllo. tr. It. 1981, Milano: Giuffrè.
Lopes, G., Krohn, M. V., Lizotte, A. J. (2012). Labeling and Cumulative Disadvantage.
The Impact of Formal Police Intervention on Life Chances and Crime During Emerging Adulthood. Crime & Delinquency, 58(3), 456-488.
Merton, R. K. (1964). “Anomie, anomia and social interaction: Context of deviant behaviour”. In Clinard, M. B. (a cura di) Anomie and deviant behavior, New York Free Press, pp. 213- 242.
McCord, J., Conway, K., P. (2018). Patterns of Juvenile Delinquency and Co-Offending. In Waring, E., Weisburd, D. Crime and social organization. Routledge Ed.
Messner SF, Rosenfeld R (2007). Crime and the American dream, 4th edn. Wadsworth, Belmont.
Morcom, V. (2015). Scaffolding social and emotional learning within ‘shared affective spaces’ to reduce bullying: A sociocultural perspective. Learning. Culture and Social Interaction, 6, 77-86. https://doi.org/10.1016/j.lcsi.2015.04.002.
Ponti, G., Merzagora, B. I. (2008). Compendio di criminologia. Milano: Raffaello Cortina Editore, (quinta edizione).
Santerini, M. (1998). L’educatore tra professionalità pedagogica e responsabilità sociale. Brescia: La Scuola.
Sartarelli, G. (2008). Pedagogia penitenziaria e della devianza. Osservazione della personalità ed elementi di trattamento. Roma, Carocci Faber (seconda edizione).
Weid, D., Roche, S., P. (2016). A Matter of Time: A Partial Test of Institutional Anomie Theory Using Cross- National Time Use Data. Journal of Quantitative Criminology. DOI 10.1007/s10940-016-9305-x.
Williams, F. P., McShane, M. D. (2002). Devianza e criminalità. Tr. it. Bologna: Il Mulino.
Zanetti, M. (2018). Pregiudizio ed etichettamento: il ruolo dell'insegnante nello sviluppo di comportamenti devianti. Formazione & Insegnamento, 3, 193- 204.
DOI: https://doi.org/10.32043/gsd.v3i3.128
Refbacks
- There are currently no refbacks.
Copyright (c) 2019 Giornale Italiano di Educazione alla Salute, Sport e Didattica Inclusiva
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Italian Journal of Health Education, Sports and Inclusive Didactics
ISSN printed: 2532-3296