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Unreasonable Force New Zealand’S Journey Towards Banning the Physical Punishment of Children
Unreasonable Force New Zealand’s journey towards banning the physical punishment of children Beth Wood, Ian Hassall and George Hook with Robert Ludbrook Unreasonable Force Unreasonable Force New Zealand’s journey towards banning the physical punishment of children Beth Wood, Ian Hassall and George Hook with Robert Ludbrook © Beth Wood, Ian Hassall and George Hook, 2008. Save the Children fights for children’s rights. We deliver immediate and lasting improvements to children’s lives worldwide. Save the Children works for: • a world which respects and values each child • a world which listens to children and learns • a world where all children have hope and opportunity. ISBN: 978-0-473-13095-4 Authors: Beth Wood, Ian Hassall and George Hook with Robert Ludbrook Editor: George Hook Proof-reader: Eva Chan Publisher: Save the Children New Zealand First published: February 2008 Printer: Astra Print, Wellington To order copies of this publication, please write to: Save the Children New Zealand PO Box 6584 Marion Square Wellington 6141 New Zealand Telephone +64 4 385 6847 Fax +64 4 385 6793 Email: [email protected] Website: http://www. savethechildren.org.nz DEDICATION Our tamariki mokopuna (children) carry the divine imprint of our tupuna (ancestors), drawing from the sacred wellspring of life. As iwi (indigenous nations) we share responsibility for the well-being of our whānau (families) and tamariki mokopuna. Hitting and physical force within whānau is a viola- tion of the mana (prestige, power) and tāpu (sacredness) of those who are hit and those who hit. We will continue to work to dispel the illusion that violence is normal, acceptable or culturally valid. -
UC Irvine UC Irvine Electronic Theses and Dissertations
UC Irvine UC Irvine Electronic Theses and Dissertations Title The Adolescent in American Print and Comics Permalink https://escholarship.org/uc/item/4h64k2t2 Author Mugnolo, Christine Elizabeth Publication Date 2021 Peer reviewed|Thesis/dissertation eScholarship.org Powered by the California Digital Library University of California UNIVERSITY OF CALIFORNIA, IRVINE The Adolescent in American Print and Comics DISSERTATION submitted in partial satisfaction of the requirements for the degree of DOCTOR OF PHILOSOPHY in Visual Studies by Christine Elizabeth Mugnolo Dissertation Committee: Professor Cécile Whiting, Chair Professor Kristen Hatch Professor Lyle Massey 2021 © 2021 Christine Elizabeth Mugnolo TABLE OF CONTENTS Page LIST OF FIGURES iv ACKNOWLEDGEMENTS x VITA xii ABSTRACT OF THE DISSERTATION xiii CHAPTER 1: INTRODUCTION 1 CHAPTER 2: THE IMMIGRANT JUVENILE AS URBAN AVATAR: 30 SUNDAY COMICS AND THE YELLOW KID The Sunday Supplement vs. the Comic Weekly 32 Bad Boy Comic Strips 50 The Yellow Kid and the Residents of Hogan’s Alley 56 The Return Gaze and a New Form of Political Humor 65 The Yellow Kid as Mask and Mirror 79 CHAPTER 3: THE MIDDLE-CLASS JUVENILE AS CULTURAL IDIOT: BUSTER BROWN 95 Reform in Comics and Buster Brown 96 Buster Brown Breaks the Comic Strip Formula 99 Buster and Middle-Class Child Rearing 109 “Resolved!” 115 Spank as Shock 121 CHAPTER 4: THE ADOLESCENT BODY IN THE AMERICAN IMAGINATION, 130 PAINTING, AND PRINT Formulating the Adolescent as a Visual Type 132 The Adolescent Body and the Masculine Ideal 138 Adolescence -
Ending Legalised Violence Against Children Global Report 2011 3 Progress Towards Prohibition
Global Initiative to End All Corporal Punishment of Children Ending legalised violence against children GLOBAL REPORT 2011 Inside: tables of progress in all regions – page 24 Children in Pakistan Following up the UN Secretary General’s Study on Violence against Children “… eliminating violent and humiliating punishment of children, through law reform and other necessary measures, is an immediate and unqualified obligation of States parties.” Committee on the Rights of the Child, General Comment No. 8, 2006 CONTENTS Middle East and North Africa law reform workshop, Beirut, 2010 Messages ..........................................................................................2 he aims of the Global Initiative are supported by many Prohibiting all corporal punishment – progress and delay ................4 Tinternational and national organisations, including: Human rights – the driving force for prohibition ................................8 Center for Effective Child Discipline, USA Save the Children Swaziland Making corporal punishment visible – the reality for children ......... 13 Child Helpline International Save the Children Sweden Child Rights Network (CHIRN), Nigeria Save the Children UK Achieving law reform ....................................................................... 15 Child Welfare League of Canada Society for the Protection of the Rights of the Child (SPARC), Coalition Camerounaise des ONG pour les Droits de Pakistan The work of the Global Initiative ......................................................19 l’Enfant, -
Corporal Punishment of Children
Geneva, 6 June 2009 CommDH(2009)44 Original version 2009 Janusz Korczak Lecture “Respect means stopping hitting children today – not tomorrow or the day after” Organised by Thomas Hammarberg, Commissioner for Human Rights and given by Peter Newell, Co-ordinator, Global Initiative to End All Corporal Punishment of Children Geneva, 6 June 20091 1 The lecture was given in the framework of an event dedicated to Janusz Korczak and organised by the Polish Permanent Representation to the UN in Geneva. The purpose of the Korczak lectures is to promote the child, as Janusz Korczak himself did, long before the Convention on the Rights of the Child, as a rights holder who is due equal respect for her or his human dignity and physical integrity. The persisting legality and adult defence of corporal punishment and other cruel or degrading forms of punishment of children is the most symbolic reflection of the low status of the child as possession or object, not person, in far too many states around the world. The underlying philosophy of Korczak’s children’s republic was that children are not the people of tomorrow, but are to be treated as people today. This theme was echoed by Professor Paulo Sérgio Pinheiro, who led the recent UN Secretary-General’s Study on violence against children; when he reported to the General Assembly in 2007, he concluded: “Children are sick of being called ‘the future’. They want to enjoy their childhoods, free of violence, now.” I am quite sure that Korczak would be excited to hear that his country, Poland, played such a major role in developing the first binding international legal instrument on children’s rights; that it now has a children’s ombudsperson with legal powers to safeguard and promote the rights of the child; and that it is one of the growing number of states committed to introducing in the very near future explicit prohibition of all corporal punishment of children, including in their homes. -
Flogging Others
G. Geltner Flogging Others Corporal Punishment and Cultural Identity from Antiquity to the Present A U P Flogging Others Flogging Others Corporal Punishment and Cultural Identity from Antiquity to the Present G. Geltner AUP Cover illustration: Allegory of Virtue flogging Vice. Attributed to Giovanni Battista Zelotti (1526-1578) or Paolo Veronese (1528-1588). Courtesy of the Museo Davia Bargellini, Bologna. Cover design: Studio Jan de Boer, Amsterdam Lay-out: Crius Group, Hulshout Amsterdam University Press English-language titles are distributed in the US and Canada by the University of Chicago Press. isbn 978 90 8964 786 3 e-isbn 978 90 4852 594 2 (pdf) e-isbn 978 90 4852 595 9 (ePub) nur 680 | 694 © G. Geltner / Amsterdam University Press B.V., Amsterdam 2014 All rights reserved. Without limiting the rights under copyright reserved above, no part of this book may be reproduced, stored in or introduced into a retrieval system, or transmitted, in any form or by any means (electronic, mechanical, photocopying, recording or otherwise) without the written permission of both the copyright owner and the author of the book. To all my dentists Contents Introduction 9 1. Historical and Anthropological Approaches 21 Problems of Definition 21 Problems of Interpretation 25 2. Punishing Bodies 29 Antiquity 30 Later Antiquity: Greece, Rome, and the Sassanian Empire 40 Religion and Corporal Punishment 47 Judaism 49 Islam 52 Christianity 57 Medieval and Early Modern Europe 62 Modernity to the Present 68 Conclusion 83 Acknowledgments 85 Notes 87 List of Illustrations 97 Works Cited 99 Index 111 Introduction Corporal punishment is an evocative, almost self-explanatory term. -
Corporal Punishment and the Cultural Defense
RENTELN 10/28/2010 2:20:53 PM CORPORAL PUNISHMENT AND THE CULTURAL DEFENSE * ALISON DUNDES RENTELN I INTRODUCTION When individuals move to new societies with different ways of life, there are inevitably culture clashes. Collisions between normative systems involve a wide range of substantive matters, and the resolution of these disputes has generated a vast, new, multicultural jurisprudence.1 Many cultural conflicts are related to children as there are widely divergent child-rearing practices across the globe.2 One of the classic examples of cultural conflict is the use of physical force to socialize children.3 In this article I focus on the jurisprudence concerning the use of corporal punishment by immigrant parents, which Anglo American courts often deem to be excessive.4 In this article I offer an exploration of the reasons why parents consider it appropriate to impose this type of punishment and the Copyright © 2010 by Alison Dundes Renteln. This article is also available at http://www.law.duke.edu/journals/lcp. * Professor of Political Science and Anthropology, University of Southern California. 1. See generally ALISON DUNDES RENTELN, THE CULTURAL DEFENSE (2004); CULTURAL DIVERSITY AND THE LAW: STATE APPROACHES FROM AROUND THE WORLD (Marie-Claire Foblets, Jean-Francois Gaudreault-Desbiens & Alison Dundes Renteln eds., 2010); MULTICULTURAL JURISPRUDENCE: COMPARATIVE PERSPECTIVES ON THE CULTURAL DEFENSE (Marie-Claire Foblets & Alison Dundes Renteln eds., 2009). 2. Even the concept of childhood itself as a distinct phase of the life cycle is a historical construct. See PHILIPPE ARIES, CENTURIES OF CHILDHOOD: A SOCIAL HISTORY OF FAMILY LIFE (Robert Baldick trans., 1960). -
Wit.001.002.8148
WIT.001.002.8148 Scottish Child Abuse Inquiry Witness Statement of MZL Support person present: No 1. My name is MZL My date of birth is 1968. My contact details are known to the Inquiry. Life before Fort Augustus 2. I was born at Duke Street hospital in Glasgow. I am the youngest of three children. My father's name is My mother's name is My siblings are who was born in 1966, and who was born in 1967. 3. My dad ran an Italian restaurant. He would work fourteen hours a day, six days a week. He wanted something better for us, he wanted me to make something of myself. He didn't want his children to be working the way he did. 4. When my dad's business took off, we moved to a more affluent area, Newton Mearns, on the south-side of Glasgow. I went to Denistoun, Glasgow. My siblings went there too. I got picked on and physically assaulted by other children, and the Priest, Father MZN hit me. I got hit by the nuns too, but I can't remember their names. They picked on me, I hated it. I didn't want to go to school. 5. I didn't do anything to merit the beatings. I was a good looking boy with blonde hair but I was left handed. The nuns used a tawse. I would get battered on both hands because I was left handed. It happened all the time, about three times a week, three of the belt on each hand. -
The Whip, the Paddle, the Hickory Switch
THE WHIP, THE PADDLE, THE HICKORY SWITCH Feb 23/08 Presentation for Black History Month Celebration, San Mateo Public Library, by Jordan Riak Founder and Executive Director, Parents and Teachers Against Violence in Education( PTAVE) These are fascinating and exhilarating times. In the span of my own lifetime I’ve witnessed changes that only dreamers could have anticipated. I remember my school days of not-so-many years ago. I attended a racially segregated school, which was standard for those times. The only black people I knew, or thought I knew, were radio actors on the Amos ‘N’ Andy Show. In fact, those actors were white. I remember my early classroom teachers. They were all women. They held the highest professional rank that a woman could reasonably aspire to in those days. That was my world in the 1940s. Well, here we are in election year 2008. Wow! In these few minutes, I’m going to try to alert you to the unfinished business of the civil rights movement. I want to remind you, or convince you if you’re skeptical, that until children receive full protection against being assaulted and battered, the legacy of the plantation era lingers. This should have a special meaning for parents who are the descendents of slaves. The field boss’s whip reaches across the generations in the form of spanking, beating, switching, paddling, belting -- or whatever else one wants to call it. It tells the child, “You’re worthless. You’re getting exactly what you deserve, so get used to it.” That message has its psychological roots in slavery. -
Summary of the Powerpoint Presented by Howard Dubowitz, MD, an Approach to Discipline
2/26/18 An Approach to Discipline New York CHAMP/APSAC Webinar February 28, 2018 Howard Dubowitz, MD, MS, FAAP Professor of Pediatrics Conflicts of Interest None Acknowledgements I’m grateful to Barbara Howard, MD, JoHn Stirling, MD, Harwood Egan, MD and Adam Zolotar, MD, DPH for sharing their materials and ideas, and so contributing to this presentation. 1 2/26/18 Objectives Participants will: • Know more about alternative disciplinary strategies • Learn how to share ideas about discipline with their patients’ families • Learn how to incorporate advice about discipline into a busy practice Background • Corporal punishment (CP) !harm • Harsh verbal punisHment ! harm • Based on science: CP ~ child maltreatment (CM) • AAP – no spanking <2, no use of implement, encourage alternatives • Children’s rights – UN Convention on the Rights of the Child • ‘Spanking’ or ‘Hitting’? • Our goal: help parents with disciplinary approaches to optimize children’s social and emotional development Definitions • Discipline (Latin disciplīna - instruction, teacHing, training, education) • Training to develop self-control, character, orderliness and efficiency • Punishment • Imposing one’s will on another througH HarsHness with the goal of obedience being foremost • Spanking • Striking the buttocks to cause physical pain, generally with open hand • If with an implement: paddling, belting, caning, whipping 2 2/26/18 Methods of CP – Increasing Severity • Open hand on buttocks, hand, leg • Open hand on face, head • Hitting with closed fist • Hitting with implement • Enforced standing, starvation, cold bathing Prevention • Timing: by 6 mos. of age • By 8 mos., 8% of parents report hitting (Zolotar et al. Front Psychiatry 2011) • Help build healthy parent-child relationsHips Help Build Healthy Parent – Child Relationships • The heart of our work, the founDation for discipline • Consider parent’s abilities, needs, interests • Parents need to understand child’s behavior • Recognize and respond to child’s cues/needs. -
Corporal Punishment in Zanzibar Primary Schools
CORPORAL PUNISHMENT IN ZANZIBAR PRIMARY SCHOOLS: A CASE OF KISIWANDUI PRIMARY SCHOOL, ZANZIBAR ALI CHAI ALI A DISSERTATION SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF EDUCATION IN ADMINISTRATION, PLANNING AND POLICY STUDY OF THE OPEN UNIVERSITY OF TANZANIA 2015 ii CERTIFICATION The undersigned certified that she has read and hereby recommends for acceptance by the Open University of Tanzania a dissertation titled “ Corporal Punishment in Zanzibar Primary Schools. ACase of Kisiwandui Primary School, Zanzibar ” in partial fulfilment of the requirements for the degree of Master of Education in Administration, Planning and Policy Studies of the Open University of Tanzania. ............................................................ Dr Grace Kissasi (Supervisor) …………………………………. Date iii COPYRIGHT No part of this dissertation may be reproduced, stored in any retrieval system, or transmitted in any form by any means, electronics, mechanical, photocopying, recording or otherwise without prior written permission of the author or the Open University of Tanzania in that behalf. iv DECLARATION I, Ali Chai Ali , do hereby declare this dissertation submitted for the Master of Education in Administration, Planning and Policy Study at the Open University of Tanzania is my own original work and has not been submitted to any other institution or University for academic award. ……………………………… Signature ……………………………. Date v DEDICATION This dissertation is dedicated to my beloved wife (Talhia Shamsi Ameir) and my lovely daughter (Nasra Ali Chai) who encouraged and supported me during the entire period of my study. vi ACKNOWLEDGEMENT Many individuals have assisted me in one way or another in accomplishing this work. I sincerely thank them all for their assistance and support. -
AFRICA SPECIAL REPORT Save the Children Sweden
Global Initiative to End All Corporal Punishment of Children ALL AFRICA SPECIAL REPORT Save the Children Sweden Ending legalised violence against children ALL AFRICA SPECIAL REPORT – a contribution to the UN Secretary General’s Study on Violence against Children Updated April 2007 Contents 4 Messages PUBLISHED 2007 BY: 6 Human rights imperative Global Initiative to End All 10 UN Secretary General’s Study Corporal Punishment of Children 12 Global progress www.endcorporalpunishment.org 14 Human rights standards in Africa Save the Children Sweden 24 Recommendations www.rb.se This publication is partly fi nanced by Sida (Swedish 26 Prevalence research International Development Cooperation Agency). 38 Children’s voices Sida has not taken part in its production and does 53 Purpose of law reform not assume any responsibility for its content. 56 Promoting positive discipline THIS REPORT AND ITS RECOMMENDATIONS ARE 58 Summary of legality ENDORSED BY: + Africa Child Policy Forum + African Movement of Working Children and Youth (AMWCY) + EDEN – Child Clubs in Schools Network in West Africa + The Voice of the Young + Child Abuse East Africa Program, OAK Foundation + DITSHWANELO – the Botswana Centre for Human Rights, Botswana + NGO Coalition on Child Rights, Egypt + African Network for the Protection and Prevention of Child Abuse and Neglect – Ethiopian Chapter, Ethiopia + African Network for the Protection and Prevention of Child Abuse and Neglect – Zambian Chapter, Zambia + Forum on Street Children, Ethiopia + NGO Coalition on the Rights of a Child,