Rios’Punished: Policing the Lives of Black and Latino Boys is an auspicious andcommendable book for perusers intrigued by picking up a various layeredcomprehension of the lives of policed youngsters in Oakland, California. It isadditionally instrumental for perusers analyzing issues important to theschool-to-jail pipeline in the United States. Yet, more essentially, Punishedis a book that can be deliberately utilized as a part of training courses as afeature of endeavors to fundamentally look at collaborations between youth,schools, and their groups. In Punished, Rios (2011) utilizes ethnographicresearch strategies to ponder interrelated inquiries concerning the procedureof criminalization with a deliberate example of forty Black and Latino youngmen (ages 14-18) in Oakland. The greater part of the members had been captured,were on post trial supervision, or were socially connected with other youngfellows who had been captured. The motivation behind the examination was “to gain a deeper understanding ofhow surveillance, punishment, and criminal justice practices affectedthe lives of the participants; what patterns of punishment theparticipants encountered in their neighborhoods; whateffects patterns of punishment had on their daily lives; and howpunitive encounters with police, probation offers, teachersand administrators, and other authority figures shaped the meanings that the boys createdabout themselves and about their obstacles, opportunities and future aspirations” (pp.7-8). To investigate this line of request, Rios gathered information from 2002to 2005 by leading broad member perceptions, interviews, center gatherings, andhands on work over various settings, including schools, neighborhoods, groupfocuses, organizations, and homes.
A prominent commitment that Rios makes as aresearcher is to use a key mix of basic criminology and urban ethnography tobetter comprehend complex, control loaded procedures from the point of view ofminimized youth. From this focal point, he shows the intelligent and synergistpart of office and structure in the lives of Black and Latino young men inOakland. For example, his discoveries address day by day, systematizedpractices of “corrective social control” went for “controllingdegenerate conduct and keeping up social request” (p.21). By analyzing theresults of such hyper criminalization hones, Rios discloses a few possiblytransformative types of insubordination and protection—a sort of strength—thatthe young instituted.
That is, the young men occupied with protection hones notjust to cope with what is forced on them, yet in addition for recoveringdignidad (nobility) inside a characteristically warped, hustled and genderedframework. The likelihood for elective types of social control, as Rios notesin his decision, lies in gathering the adolescent’s strength, and utilizing itto develop a more positive scene toward adulthood. Developing a more positivescene toward adulthood is the place basic instructor training becomes possiblythe most important factor. In my position as a specialist and instructor, Iapproach numerous assets and materials to use in the readiness of futureeducators and the progressing proficient improvement of honing educators inschools. Just as of late, I was seeing recordings clasps of instructors thatwere incorporated into a DVD about ‘viable’ perusing direction (PreK-4) inlight of Common Core Learning Standards.
Sadly, the principal videoclip that Ireviewed was that of a white female educator urging African Americanunderstudies to utilize the term adolescent delinquents, as opposed totroublemakers, to portray the characters in a story they were perusing. Despitethe fact that, the writers position the video cut as a model of a content basedtalk which underpins the improvement of solid perusing perception aptitudes ina third grade classroom, it is likewise vital to consider how the educatorunderstudy associations in this video cut represent the wonder ofcriminalization. All the more particularly, how it bolsters one of the focalissues that Victor M. Rios distinctively surfaces in Punished , specifically,the “naming buildup” (p. 45) that consistently encompasses the livesof Black and Latino young men in the time of mass imprisonment. Rios utilizesthe term naming buildup to examine how marks serve to hyper criminalize andminimize the adolescent.
Along these lines, the master plan that should beinvestigated is the ways that educators and schools serve tore in constrain thenaming buildup issue and what Rios alludes to as the young control complex(fundamental, universal discipline rehearses). At the end of the day, in whatmanner may marking characters in story as adolescent delinquents produceculpability and sustain criminalization, especially in an inward city schoolgroup? In what capacity may instructor understudy communications of this natureshape the choices understudies will make, how they see themselves, theirhindrances, openings and future desires? Such inquiries point to thetransaction between instructor training, tutoring rehearses, and theschool-to-jail pipeline. As basic instructors, some portion of our obligationis to create educator courses to what Rios calls an adolescent help complex.That is, instructors who and inventive approaches to teach “youngsterswhen they have committed errors” (Rios, 162). Instructors that endeavor tointerface with generally underestimated youth in important and sustaining waysthat help their reintegration and reestablish their pride as youngsters. Oneregion that Rios could grow additionally is an investigation of thesociocultural and etymological contrasts between the Black and Latino youngmen, especially in connection to their understandings of manliness,dignidad/poise, and the creation of hypermasculinity coming about because of”vigorously gendered” (p.130) collaborations between the young menand the adolescent control complex.
All things considered, Punished speaks to amethodologically stable research content written in an account style andpersonal tone that draws in the peruser through and through. To close, VictorM. Rios furnishes the peruser with an imposing record of the examples ofdiscipline for Black and Latino youth in Oakland. At the end of the day, Riosis the thing that I call a “scholarly renegade” researcher who knowshow to viably weave hypothesis and research in an advanced, yet available waythat is inciting and essential.