Lecture Notes on Policing Around the Globe

Introduction and Technical Issues

The class begins with the instructor noting that the slides for the day's lecture, titled "Policing Around the Globe" with a focus on "Surveillance and Policing," are available on Canvas. The instructor encounters a technical difficulty with the slides but assures students that everything will be resolved shortly.

The issue discussed involves the wrong file extension saved for the PowerPoint, which caused problems for students trying to access it. Once the file extension is fixed from "pptm" to "pptx," the instructor confirms that everyone can hear and see the slides properly.

Housekeeping and Updates on Grading

The instructor provides an update regarding grading, mentioning that they are two to three days behind due to a high volume of emails. Assignments were submitted, and comments for feedback on these assignments are still in the process of being compiled. The instructor indicates that grades have been posted but that additional comments providing directions and recommendations will be forthcoming. They encourage students to follow up on any emails that haven't been responded to after a week.

Structure of the Course and Previous Discussions

The instructor references prior classes where topics such as law and legislation were discussed, using the case of physician-assisted death in Belgium and other countries as examples. Last week's discussion focused on the police and the Video Recording Act concerning video content regulation in the UK. This week’s focus is on policing as the next link in the social control funnel.

Conceptual Distinction: Police vs. Policing

Definition of Police
  • Police refers to the officers and police forces, the individuals who are employed to enforce laws and carry out law enforcement activities.
  • Example: Responding to domestic situations or immediate incidents such as domestic abuse.
Definition of Policing
  • Policing, on the other hand, represents a broader concept involving governance of communities, deterrence of crime, and upkeep of order within society.
  • Includes informal and community-focused efforts, such as school resource officers engaging with students, which might instill fear rather than safety in certain communities.

The instructor and a student highlight the perception of police as a threat in minority communities, contrasting the intended role of policing which is to deter crime and ensure safety.

Expanding the Definitions

The instructor further clarifies that while police officers engage in law enforcement, a significant portion of their duties may revolve around community interactions rather than traditional policing. This includes community engagement initiatives which, while valuable, do not conventionally fit within the sociological definition of policing. Examples are police officers’ roles in schools or community activities.

Introduction to Habitus

The instructor introduces Pierre Bourdieu's concept of habitus, which refers to ingrained habits, skills, dispositions, and tastes acquired through socialization. Habitus emphasizes how societal structures and social classes shape individual preferences and behaviors, consistently mapping onto social inequalities over generations.

Connection to Policing

The relationship between habitus and policing is explored: how policing practices, styles, norms, and community relationships are often dictated by ingrained societal structures rather than individual actions.

David Bailey’s Typology of Police Structures

David Bailey's work identifies the categorization of police forces based on their administrative structure:

  1. Centralized Police Structures: Countries like Italy or France where all police are governed under central authority, meaning all follow the same rules and procedures.
    • Example: France has local police stations, but they adhere to standards set by the national government.
  2. Multiple but Centralized Structures: These jurisdictions have multiple agencies covering varied policing tasks but still follow a central policy framework.
    • Example: Italy has special units for youth crime separate from those handling drugs but both follow federal laws.
  3. Multiple and Decentralized Structures: This configuration allows for significant local variance in policing as seen in Canada and the United States, where multiple forces operate under different provincial or state regulations without being centrally controlled.

Examples of Police Structures

  • Japanese Kobans: Small police stations in Tokyo that provide localized, community-oriented policing. Initially, they symbolized oppressive surveillance during the Meiji Restoration but evolved to focus on community service post-World War II, exemplifying adaptive policing.
  • Community Policing: Contrasts between how policing is conceptualized in Japan versus North America—highlighting the emphasis on interaction and service in Japanese policing compared to the more militarized approach in some North American contexts.

Historical Context of Policing Structures in Canada

The instructor discusses Canada’s unique handling of police forces, shaped by economic factors such as the Great Depression. Many provinces once had their own forces, which may have been disbanded as a cost-saving measure, leading to reliance on the RCMP in many areas.

Explanation of Contract Policing

Contract policing emerged as the RCMP was contracted to fulfill the roles of provincial forces that were dissolved. This contract system continues today, with the provinces entering contracts with the RCMP for policing duties to cover areas lacking municipal forces.

Governance of Police Forces

Provincial regulation of police forces varies significantly from federal oversight, creating a mix of governance approaches across Canada, determining how local policing is conducted.

Conclusion

The lesson highlights the persistence of certain policing habits and structures despite historical changes. The instructor acknowledges that policing reflects deeper social habits, shaped by societal constructs over time. They invite students for any final questions before proceeding with the next segment of the course, with a caveat about the upcoming break before the second half of the lecture.