Résultat de la recherche
Research in Probation Settings: Experience and “Field Policy”
Boundary Crossing Events and Potential Appropriation Space in Philosophy, Literature and General Knowledge
Teaching cultural elements, such as literary texts, pieces of music, films, sculptures, and other similar artefacts, is one of the educational aims of a school. As part of our past and present society, cultural elements are considered to be fundamental. At a social level, they belong to shared bodies of knowledge which might foster social cohesion; at the level of individuals, they are expected to play a fundamental role in the students— intellectual and emotional development and in their capacity to act as future citizens. In the present state-of-the-art, however, more research is needed into the way in which the cultural elements taught at school are used by students as resources for emotional elaboration and developmental processes.
L’autre enquête, ou l’art de faire attention dans le suivi probatoire
Dans le domaine de la justice pénale, l’enquête est au cœur des pratiques professionnelles. Nos données résultent d’une recherche menée au sein de trois services de probation de Suisse latine, et portant sur la dynamique de sécurisation de l’action. En nous basant sur le paradigme indiciaire de Ginzburg et la théorie pragmatiste de l’enquête de Dewey, nous identifions quatre situations d’enquête dans l’activité professionnelle des agents de probation. Nous montrons que, malgré l’orientation toujours plus présente d’une rationalité actuarielle et gestionnaire, la pratique des agents de probation reste largement orientée par une clinique de la vigilance adossée à la démarche de l’enquête. Nous argumentons en faveur de l’articulation de ces deux démarches dans une culture de sécurité.
Évaluation du risque et risques de l’évaluation dans l’activité des agent·e·s de probation
Our paper reports on research on risk evaluation and management conducted with three probation services in French- or Italian-speaking cantons in Switzerland. It analyzes how probation officers construct an understanding and evaluation of levels of risk of reoffending for people convicted and serving parts of their sentences in an open environment. Our analysis combines observations of and interviews with probation officers using a method called “instructions to the double”, as well as analysis of written records (personal files, evaluation grids). We show that the risk evaluation activity of the probation officers, which we view as a cognitive and social process, draws on different sources. It is characterized by the multiplicity and heterogeneity of the resources mobilized, its dynamic character over the course of the interaction, and its orientation towards risk management. In addition, its validity is also tested in formal or informal collective evaluations. We show, in conclusion, that it does not correspond to the standardized approach advocated in the criminological literature.