This fixation on behavior management and social control can be seen as a disciplinary method where one can be punished if they do not adhere to the rules of the status quo (Foucault, 1967). According to (Foucault, 1967), punishment derives itself to through a series of power relations. In early Europe, individuals were often given barbaric and harsh public executions as means to set examples of what happens when one does not adhere to rules of the governing power (Foucault, 1967). What is interesting about this aspect is that punishment in itself was so important as it played a ritualistic key to distinguishing those who have and do not have power (Foucault, 1967). By administering torture and punishment in full view of the public, the purpose
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For example, creating rules for youth to adhere by such as making sure youth are punctual and arrive to class at the appropriate hours, ensuring youth are always on campus even during lunch hours, or wearing school uniforms, etc. Some of these rules do genuinely exist for the moral wellness of youth, but may in fact serve as draconian tool used to create complaint beings. According to Foucault, disciplinary power has three elements: “hierarchical observation, normalizing judgment and examination” (Foucault, 1967, p.XXX). Establishing power relations to force individuals to create a reality to normalize their controlled behavior is fruitful to the existence of punishment (Foucault, 1967). Using the idea of Jeremy Bentham’s Panopticon, one can see how prisoners develop a forced sense of self-awareness to monitor their behavior to please prison wardens (Foucault, 1967). The elements panopticon is not just exclusive for prisons, rather, schools have now develop their own prison-like structure through the use of high security measures such as metal detectors, cameras, and increased SROs on campus. Through the use of the panopticon in a school setting, the rights of youth are deprived as they are often under the gaze of school officials and
For example, creating rules for youth to adhere by such as making sure youth are punctual and arrive to class at the appropriate hours, ensuring youth are always on campus even during lunch hours, or wearing school uniforms, etc. Some of these rules do genuinely exist for the moral wellness of youth, but may in fact serve as draconian tool used to create complaint beings. According to Foucault, disciplinary power has three elements: “hierarchical observation, normalizing judgment and examination” (Foucault, 1967, p.XXX). Establishing power relations to force individuals to create a reality to normalize their controlled behavior is fruitful to the existence of punishment (Foucault, 1967). Using the idea of Jeremy Bentham’s Panopticon, one can see how prisoners develop a forced sense of self-awareness to monitor their behavior to please prison wardens (Foucault, 1967). The elements panopticon is not just exclusive for prisons, rather, schools have now develop their own prison-like structure through the use of high security measures such as metal detectors, cameras, and increased SROs on campus. Through the use of the panopticon in a school setting, the rights of youth are deprived as they are often under the gaze of school officials and