WEBVTT 1 00:00:00.001 --> 00:00:11.360 okay. So let's start. And so Hello, everyone my name is. So 2 00:00:11.580 --> 00:00:13.629 this was an extensive 3 00:00:14.780 --> 00:00:16.409 okay? So 4 00:00:16.740 --> 00:00:39.450 for today, it would like to hold a session for the A comparative juvenile correctional education. in order to understand the global context of the current tendency in the justice system and practice and to compare the commonalities and differences among different societies. 5 00:00:39.460 --> 00:01:08.890 and to explore the future directions of a kind of better correctional policy on practice. So for today presenters, we'll talk about the current situations good points, and the kind of disadvantage, and some others about some different countries. So we like to. my lookout. what is going on in each country and on a kind of global scale 6 00:01:08.890 --> 00:01:18.610 in order to find the future direction. So thank you so much. So first, presenter is 7 00:01:27.260 --> 00:01:29.030 okay. So 8 00:01:29.850 --> 00:01:30.670 understand? 9 00:01:40.090 --> 00:01:52.350 Hello. My name is Stabrula Anderson. Today I'll be speaking to you about empathy through education programs to promote socio-emotional and understanding of well-being and youth detention in Australasia. 10 00:01:52.490 --> 00:02:04.060 I'm presenting on behalf of the Australasian Corrections Education Association Incorporated. We'd like to thank the University of Canterbury for supporting us to participate in this conference 11 00:02:05.990 --> 00:02:19.729 before I start, we would like to pay our respects to the traditional owners of the land in which we are presenting. We would also like to acknowledge the traditional owners of all the lands on which we teach and from which our students come. 12 00:02:20.420 --> 00:02:33.349 We would like to thank the aboriginal Torres Strait Islander, malaria, and other first nation's people who support our efforts to provide relevant quality education to people who are detained and incarcerated. 13 00:02:35.100 --> 00:02:54.440 Our title spoke of empathy. Empathy is a multi-dimensional construct with over 50 different definitions in the literature. So I wanted to highlight what we mean today when we're talking about empathy by looking at the major components, it's agreed that there's a perceptual component in which we 14 00:02:54.880 --> 00:03:13.039 are able to recognize aspects of emotion and human experience. There's an effective component which allows us to share in the feelings of others a cognitive component which allows us to understand and take perspective of what other people are 15 00:03:13.130 --> 00:03:24.510 thinking and saying and what they want us to do. And there are decision making and action components which are linked to our own abilities to regulate 16 00:03:25.650 --> 00:03:29.990 motions and our own abilities to engage in pro-social behavior. 17 00:03:31.490 --> 00:03:42.429 Empathy is therefore really important for learning and antisocial or pro-social behavior in relation to learning. 18 00:03:43.370 --> 00:03:54.469 behavior, regulation, self-efficacy and motivation are all rooted in empathy, as is our ability to be cooperative in learning to take the perspectives of it 19 00:03:54.770 --> 00:04:05.149 others, and then also to explain, interpret, and apply apply information. We have learned about a range of topics in a range of different situations 20 00:04:05.210 --> 00:04:13.349 in terms of anti-social behaviour. Empathy is at the basis of social confidence, and it is social confidence 21 00:04:14.670 --> 00:04:24.860 allows us to behave in anti-social or pro-social ways. It affects our interpersonal behavior, our moral decision, making our understanding 22 00:04:25.560 --> 00:04:35.839 of actions and consequences. And it's also linked to our ability to regulate our affect or how we react to others. 23 00:04:35.960 --> 00:04:43.049 and also our own shame and guilt. All of these are interlinked to why young people engage in offending 24 00:04:45.440 --> 00:04:59.090 secure youth. Justice in Australia and New Zealand is slightly different. In Australia there are 10 separate sites. and in New Zealand 25 00:04:59.800 --> 00:05:12.870 there are 5 separate sites. The reasons for the differences are historical, due to legislation and government setups. as well as due to geography and population. 26 00:05:13.190 --> 00:05:23.110 In Australia, youth, justice. security of justice is often referred to in terms of a center in New Zealand they are referred to as residences 27 00:05:25.180 --> 00:05:38.419 to give you a very quick overview. Despite Australia and New Zealand being socially similar, we actually have different manifestations of youth, justice especially secure youth justice. 28 00:05:38.440 --> 00:05:54.459 A big reason for this is the government set up in Australia. There are 8 State Territory government. the departments which actually manage young people or support young people in secure youth. Justice are over 14, because 29 00:05:54.950 --> 00:06:12.150 youth, justice, and education are often done by different departments in New Zealand. It's the Anna tamariki, or Ministry of Children that manages the residences. In Australia, young people can be 10 to 18 or 10 to 21 depending on which jurisdiction 30 00:06:12.360 --> 00:06:23.089 in New Zealand. They are 10 to 18 with young adults having special privileges or or provision within adult corrections 31 00:06:23.210 --> 00:06:36.210 in Australia over overall 19% of young people in security. If justice are female, only some centers take young females and say there could be 4 to 31% of females in a center 32 00:06:36.390 --> 00:06:50.200 in New Zealand 29% on rule of female. In Australia young people can be in secure use, just as on no control orders for periods, from days to years. 33 00:06:50.510 --> 00:07:01.069 and in New Zealand they can be in new for residents while facing charges in youth, court, or for sentences between 3 and 6 months. 34 00:07:01.290 --> 00:07:15.490 Despite the differences, it's notable that education provision between the 2 countries is remarkably similar. There's a big focus on a national curriculum, so that young people have the same skills that other young people do 35 00:07:15.540 --> 00:07:24.549 as well as vocational education and training, so that young people actually have practical skills which can lead them to employment. 36 00:07:26.320 --> 00:07:38.200 There are a lot of challenges to the provision of education in secure justice settings. Populations tend to be highly transient and and then role for varying amounts of time. 37 00:07:38.470 --> 00:07:54.940 There are limited and distorted prior educational experiences and variable education skills. There are higher rates of disability and trauma. There is a very large overrepresentation of aboriginal Torres. There are no other and Murray people. 38 00:07:55.690 --> 00:08:00.210 and there can be periods of volatility, instability, and crisis. 39 00:08:03.130 --> 00:08:16.929 What follows is our attempt to explain education. provision within youth, justice, and we're looking at it through a range of different lenses to try and get 40 00:08:17.230 --> 00:08:23.749 give you the picture of how empathy and well-being is promoted through these education provisions. 41 00:08:25.460 --> 00:08:36.329 The first point is that we look at individuals. Young people come in at different times with different life experiences and for different periods of time. 42 00:08:36.450 --> 00:08:51.339 And it's important to understand their strengths and needs, which is why comprehensive induction processes with capacity for specialist assessment and individualized education. Planning is key to education and secure youth justice. 43 00:08:51.460 --> 00:09:14.830 It has to be about a young person and their needs. There's choice. These young people have had limited and negative exposure to education, and have different experiences in many cases from the mainstream, and so it need to have options in how they are educated and the ways in which they are educated and the way they learn. 44 00:09:15.240 --> 00:09:31.350 And also there are high levels of support. where young people are scaffolded by resources and staff to understand themselves and understand others, and put that all together to work. 45 00:09:33.930 --> 00:09:44.440 Many young people who come into secure youth just because don't have learning behaviors. Those are the behaviors that help you to 46 00:09:44.560 --> 00:09:55.450 bring in information, process it and remember it. So there tends to be a real focus on clear communication of expectations. 47 00:09:55.960 --> 00:10:10.869 so that young people have the understanding of how they are to behavioral behavior, will support their well-being and the well-being of others. This is generally supported through multiple modes and regularly reinforced, and models. 48 00:10:10.960 --> 00:10:24.860 There's consistency allowing young people to feel safe in their learning and allowing them to know what is happening and to understand where they sit within this learning structure 49 00:10:26.030 --> 00:10:37.350 and also engagement. Many of these young people, because of experience or anti-social attitudes. need to be encouraged to engage 50 00:10:37.540 --> 00:10:55.680 well in education. And so there are usually many strategies to promote the uptake by learning young people's personal and social experiences, and how what they're learning is relevant to them as individuals and them within society as well as really clearly showing actions and consequences 51 00:10:56.050 --> 00:10:58.389 for learning as well as behavior. 52 00:11:01.110 --> 00:11:18.599 There's also a focus on nurturing and empathy. This might be by direct programs which look at the individuals, such as supporting emotional regulation, individual identity, and self-efficacy, as well as focusing on pathways of hope and positivity. 53 00:11:18.750 --> 00:11:35.040 There are also programs specifically for promoting things like respectful relationships developing a life and social skills which help young people to function within communities as well as fostering young people's sense of social and community belonging. 54 00:11:35.190 --> 00:11:46.670 But a great deal of nurturing, of empathy and well-being happens in directly through the context. The contextual means through which educators teach young people 55 00:11:46.870 --> 00:12:08.419 by modeling social expectations, embedding concepts of social understanding and self efficacy within the topics and units related about, and entirely different things, and encouraging young people to to reflect on their own knowledge and themselves, and how they work with other people. 56 00:12:10.970 --> 00:12:26.029 And all of this is where learning is situated within the greater context on the local level, that is, the context of the education within a center. Our residence staff tend to be trauma. 57 00:12:26.180 --> 00:12:38.899 and they have frey ways of strength, growth, and assistance and interact with other agencies to make things work for young people and to help young people feel that they can work to their best. 58 00:12:39.130 --> 00:12:56.519 Young people do not exist outside community. So, having community partnerships and programs, deliveries as well as programs. collecting in like young people's communities, capacity and needs and transition planning with agencies in the community. 59 00:12:56.560 --> 00:13:09.120 help young people to understand their new learnings, their new sense of self, their new knowledge about the the other people in the community of origin. 60 00:13:09.260 --> 00:13:20.080 Also, it's situated within socio-cultural perspectives. So where programs are aligned with cohort attributes. So where there are 61 00:13:20.300 --> 00:13:31.249 high rates of certain ethnicities or high rates of certain a troops or genders, programs will be aligned with what suits these young people, also rural and rural and urban 62 00:13:31.360 --> 00:13:45.860 attributes, and each young person generally has a personalized learning pathway. Why is this important. These 2 quotes come from young people who have engaged in education in secure justice. 63 00:13:46.120 --> 00:14:06.450 This brings up 2 major issues. One is that this provision of education is very important to these vulnerable young people. so we really have an obligation to make it as best as we can for them and for them to feel good about themselves and feel positive about 64 00:14:06.960 --> 00:14:24.209 empathizing with other people. The other thing is a question. If this is the best school that any young person's ever been to. and where they've had most of their education. What does that to say as our society as a whole, in how we're supporting these young people. 65 00:14:26.280 --> 00:14:37.240 Clearly, we have some references that helped us support this presentation. More importantly, I like to point you to the web sources. 66 00:14:37.360 --> 00:14:48.659 There are numerous schools and education providers operating in insecure youth, justice in Australia and New Zealand. They individually do many amazing things. 67 00:14:49.150 --> 00:14:59.339 with many challenges in a place of many challenges. and if you are interested in engaging you. you can look in many cases at what they're doing. 68 00:15:01.240 --> 00:15:15.649 Also, we're happy to talk to you. Our business as an association is about promoting high standards of education for young people who are in security up to youth, justice, and in adult corrections. And so 69 00:15:15.670 --> 00:15:23.719 we would love to hear from you. And have you engaged with us about this very important topic? Thank you. 70 00:15:28.730 --> 00:15:32.570 Thank you very much for your inspiring presentation. 71 00:15:32.650 --> 00:15:44.679 Okay? So I think, we will have a kind of enough time for discussion after the or the presentations. But if you have any kind of quick. 72 00:15:46.640 --> 00:15:47.670 Yeah. 73 00:15:47.770 --> 00:15:49.009 yeah. Yeah. Yeah. 74 00:15:49.240 --> 00:15:55.660 So okay. thank you. 75 00:16:11.750 --> 00:16:38.789 Hello. I am Professor Maduro Ramos and I will present our paper. and the title of our paper is the implementation of the national Sars for the cushion of a system system, Sinazi to Italian and Brazilian offenders. First of all, I read some background about this the system which was the object of our research. 76 00:16:39.120 --> 00:16:53.759 the teenagers in Brazil. who commits and fraction. are protected by the legislation of the child and adolescent State statute and the national system of social educational systems in us. 77 00:16:55.210 --> 00:17:09.659 Sinas regulates the execution of social, educational measures, and it the child and undoes some status outlined social, educational rehabilitation measures instead of punishment. 78 00:17:10.900 --> 00:17:25.760 All such and cultural measures apply to young offers include the ones which compute to deprivation of liberty. Do not deprive adolescence from the rights guaranteed by the Federal Constitution and by the statute of the child and adolescents. 79 00:17:26.140 --> 00:17:37.609 The law set up the national system of social educational system which regulates and stellar dies, the execution and enforcement of social, educational measures nationwide. 80 00:17:38.300 --> 00:17:48.249 The same law determines the emotional disciplinary work connected with other public powers, the communities, civil, society, and the family. 81 00:17:49.880 --> 00:18:07.399 Sinazi is the set of principles, rules, and criteria that involve the execution of social and national measures included estate, district and municipal systems, plans, policies, and a specific programs to young offenders. 82 00:18:08.040 --> 00:18:25.260 The Sars and cashional system has a disciplinary disciplinary team psychologists, social assistance health professionals and others in to the constant contest of the units. The units are houses which provide care to the young offenders. 83 00:18:25.890 --> 00:18:41.029 and and also they guarantee they they. They have to guarantee the effectiveness of the services oriented towards social education and to guarantee the rights of the and offenders. 84 00:18:42.600 --> 00:19:00.730 Basically, the research research aims A. R. The main goal of the research was to evaluate the implementation of the system. With regard to intermediate and same freedom measures in Brazil there is to compare the decorative profile of the units 85 00:19:00.770 --> 00:19:15.629 which are those those house that I explained before, and what is expected by the law requirements. the specific goals are to develop a set of indicators that can be used in the future, evaluations 86 00:19:15.680 --> 00:19:26.649 to identify factors, obstacles and potentialities that influence the system implementation process and to present the recommendations for improving the system. 87 00:19:28.920 --> 00:19:44.930 The met. A dollar ship was a servant that was done online because of the pandemic, and the cervant was applied in the year 2,021 to professionals in the Sars and Cashier units. 88 00:19:44.980 --> 00:20:10.109 and related to information. About the year 2,019, we elaborate 121 indications educators. And the scope of the research was the De Brazil as a whole? Well, we apply question online questioners to the units in all states of Brazil. 89 00:20:11.040 --> 00:20:26.169 the sample and take into account a all units. but only 338 answered online. Survey. 90 00:20:26.330 --> 00:20:37.260 The margin of error of the sample varies between 3 and 7, according to the number of the validity responses. To each question 91 00:20:39.870 --> 00:20:51.639 we elaborate 121 indicators, as I mentioned before. and the results are present in percentages of affirmative answers and in categories. 92 00:20:51.720 --> 00:20:58.830 And we highlight these classifications according to the percentage of the answers. 93 00:20:59.970 --> 00:21:14.369 The research has some limitations. Some States didn't attend the servant such as so Paulo, for example. we we had non-valued and cohesive responses in the electronic form. 94 00:21:14.660 --> 00:21:27.160 Because of this, we have the the of error varies between 3 and 7%, as I mentioned before. and some answers, and in some questions we had non-consistent responses. 95 00:21:28.220 --> 00:21:39.549 So the results I will present this, based on the questions that we made in the questionnaires and the response that were yes or no. 96 00:21:39.790 --> 00:21:51.430 Answers related to the first question in the informational system about is their informational system about the angle of elders? 5, 97 00:21:52.370 --> 00:22:04.309 54, 54% said yes. And is there a process of recruitment to admit the social dictator to attend the and go founders? 98 00:22:04.540 --> 00:22:17.959 We had a low rate of yes, answers 51.3%. Is there a process of selections to admit the other professionals, such as psychologists, nurses, and others? 99 00:22:18.190 --> 00:22:30.699 Third, 9, only third 9.7% response. Yes. in the previous qualification are required to admit professionals. We have a good. 100 00:22:30.730 --> 00:22:44.650 let's say, standard of answers. Light? 1%? Answer, yes. Is there a continuous qualifications to the professionals? 81.5% respond? Yes. 101 00:22:44.980 --> 00:22:53.519 How long the professionals stay in the units? The meal that we found was 6.5 years. 102 00:22:54.570 --> 00:23:06.390 Is there external control to the units? Third, 6.3%. Answer. Yes. Who is responsible to answer to the complaints. 103 00:23:06.610 --> 00:23:26.379 the the presenters are cemented 2 point 7% call centers and 68 and 68.2%. answer. That was the call center 104 00:23:26.540 --> 00:23:41.630 to analyze the complaint, internal affairs. 45.5% a public ministry, 36.4%. And to take measures to you. So power 105 00:23:41.670 --> 00:23:59.670 and 59.1% in state management. 54.5% source of the material resorts. And this state is the responsible 8 6.5% answer. That the State was responsible 106 00:23:59.810 --> 00:24:08.970 is the reverse. Man in space is structured. This is a critical point. Only 39.7 percent answer, yes. 107 00:24:10.550 --> 00:24:16.540 Are there a strategy to deal with? Conflict? 8, 8, 1, 3% as well as 108 00:24:18.110 --> 00:24:39.080 is there integral health, attention, 60%. And cerias is thearing version of younger founders in the Brazilian public health system 90% and survey. yes. Is there a mental health assistant? 73.5 4%? Answer, yes. Is there integration to the psychosocial pension centers? 109 00:24:39.200 --> 00:24:51.060 89% answered, yes. Is there a reproduction in maternity rights related to that? The assets, adolescents that are pregnant. 40 110 00:24:51.580 --> 00:25:04.090 8% point 2% answered, yes, is that a sexual rights? 8, 83 point 5%. As a result is, there are intimate visits. 111 00:25:04.470 --> 00:25:07.210 Only 11% answer, yes. 112 00:25:08.740 --> 00:25:21.969 Spacehold issues, the necess to rebuild walls. 8% mention walls. 83%, 8% mentioned. The bathrooms. 7 to 4% answer rooms 113 00:25:22.020 --> 00:25:34.810 and 7, 4, 4% answer, collective leisure space and 71% answer internal sports courts. Is there a space to school activities? 114 00:25:35.350 --> 00:25:58.579 6 to 7%? Answer, yes. Is there a space to sport like if it's 32.3%, answer that there is in your soccer courts. And so 58.7% answer that they had Modesport cords. Is there a computer rooms? Only 41.5 to answer, yes. 115 00:25:58.610 --> 00:26:09.880 Is there an individual plan of care. Remember, I'd like to. to to say, and through that this is a legal requirement and 116 00:26:10.060 --> 00:26:20.729 7, 6, 4% answer. Yes, is there a conflict situation? Unit 81%, a 1.0 8%? Answer, yes. 117 00:26:21.100 --> 00:26:22.290 Well, 118 00:26:23.340 --> 00:26:35.130 related to that inside the units. And they report in the survey. 70 cases of that in the year of 2,019 119 00:26:36.490 --> 00:26:49.999 is their education project 76%? Answer, yes. Is there educational interim activities? 75.5%? Answer, yes. Is there a stereotype of 120 00:26:50.340 --> 00:27:07.810 54 point 4% to answer yes. Is there any follow up of those who left the units. This is a critical point. They don't have programs to follow up those younger offenders that lack the units after they 121 00:27:08.130 --> 00:27:21.549 they did, they are measure inside the unit. Only 36.7% were answered. Yes. Is there a problem to follow up those who left the units? 122 00:27:21.810 --> 00:27:34.670 only 4, 5% answer. Yes, this is a critical point. Usually when they're the less sensor, then Co founders, they left the units. They 123 00:27:35.370 --> 00:27:53.589 they of. they are ready to come back to society. They don't receive in any system. This is a a critical point that we found in their serving, and the law requires this that they have to be program. They have to 124 00:27:53.830 --> 00:28:02.640 to build programs to attend these young go founders when they come back to their normal life in this society? 125 00:28:04.580 --> 00:28:15.659 Is there a star evaluation? 82% and yes. And is there internal evaluation? 59%? Answer. Yes. 126 00:28:16.810 --> 00:28:29.199 Well, Now we can present some conclusions that we we found based on the data we collect in the serving. 127 00:28:29.640 --> 00:28:43.950 We found a precariousness in the way of reducing the information. Despite the fact that they have computer and Internet, they don't reduce the information in with some 128 00:28:44.130 --> 00:29:02.349 regularity and and some standards. Lack of criteria criteria to select social, educational Asians as we, we saw in the results lack of criteria to select professionals to be part of a technical technical teams. 129 00:29:02.920 --> 00:29:17.590 and one positive result is that in most the States We found initial training courses offered to the new professors. The result suggests that stary valuations occur as frequently 130 00:29:17.649 --> 00:29:37.990 and with the presence of a few external actors than might be expected. We flow participation, for example, of the tutelary council, the State Council for the rights of the child and the lesson and human rights commissions. However, when they occur, the results are forward to the units, which is a positive aspect. 131 00:29:38.430 --> 00:29:51.069 The data is It's that night show that Sinazi has mechanisms to the verification and possible accountability in case of regularities. and we also found the precarious 132 00:29:51.149 --> 00:29:55.509 precarious conditions of the buildings where the units are installed 133 00:29:57.390 --> 00:30:13.399 to us, observed with preponderance as a source of resource for the sash. With cushion of ceasement. the of the direct answers from State reached an 86.4% of responses from the State's administrations. 134 00:30:13.670 --> 00:30:25.030 This result reveals not only the low amount of research coming from civil society and other private source, but also the low contribution of Federal resorts to State administrations. 135 00:30:26.540 --> 00:30:39.910 The number of the adolescence beyond the Kapist of care in the units. Actually, I didn't present this result, but we found 136 00:30:41.160 --> 00:30:57.030 a big number of the lessons in the units and beyond the capacity. The structure of the units. And and I also am a very negative found 137 00:30:57.190 --> 00:31:09.569 was that 70 angle founders died inside the units in the year of 2,019. This is a negative and a sign of, we have a very big problem. 138 00:31:11.930 --> 00:31:25.549 We also try to make some recommendations based on the results. The first was to develop a national sin as information system with Internet access in all such and Gaussian units. 139 00:31:25.990 --> 00:31:49.240 to have a mechanism to encourage adherence to the system in the availability of funds. the necessity to elaborate a national parameters for selecting professionals to work at the system, to be followed by State administrations, and to organize a set of demands of the government to Elmont them constantly. Destruction of the buildings, and also to publicize 140 00:31:49.320 --> 00:31:59.939 the existence of permanent channels for handling the complaints as a way of protect people involved in any situation that may arise. 141 00:32:00.330 --> 00:32:12.380 I would like to say, Thank you, and maybe you can send some questions through the mail or Right now, this is not a 142 00:32:12.510 --> 00:32:23.690 I'm not presenting life, but because of the leg in time, presumably in Australia. And I, I like to say, thank you to everyone. 143 00:32:30.250 --> 00:32:32.209 I think the robot. So 144 00:32:39.200 --> 00:32:41.050 so sort of 145 00:32:43.870 --> 00:32:47.460 yeah. Pars, my, so 146 00:32:47.580 --> 00:32:48.830 she appears. 147 00:32:51.510 --> 00:32:52.210 oh. 148 00:32:54.540 --> 00:32:55.210 okay. 149 00:33:05.280 --> 00:33:08.219 screen share. Okay for human right? 150 00:33:09.660 --> 00:33:21.909 Also. Andris. Hello, could you turn on the camera? And yeah, I'm presenting right? Okay, thank you very much. So let me share my screen if you don't mind. 151 00:33:22.160 --> 00:33:26.660 Driss Harrass: okay. 152 00:33:30.950 --> 00:33:34.710 Driss Harrass: is it okay? Can you see the slide? Can you see me? Can you hear me? Is it. Right? 153 00:33:34.980 --> 00:33:38.639 Yes. great. Okay, thank you very much. 154 00:33:39.690 --> 00:33:54.589 Driss Harrass: So first of all, I would like to thank you very much for allowing me to present my research today. This is a significant, my son, for me, as it marks my first participation in an international research events and also my inaugural presentation in English. 155 00:33:54.820 --> 00:34:10.080 Driss Harrass: My name is a French Lorraine researcher, currently based in Japan. I hold a part-time research position at the cream in the Research center of university and also work as a lecturer at the language Indication center of or in Municipal University. 156 00:34:10.530 --> 00:34:24.210 Driss Harrass: Today's presentation marks a significant step in my research journey as it aims to combine my previous studies and with hopefully paved the way for future comparative research focusing of France, Japan, and potentially other countries. 157 00:34:24.430 --> 00:34:35.970 Driss Harrass: With that being said, let's start with the research I would like to introduce to you today. The title of my presentation is understanding the ongoing get of movements regarding German and justice practice in France and Japan. 158 00:34:36.090 --> 00:34:38.320 Driss Harrass: tracking a common direction. 159 00:34:39.250 --> 00:34:46.130 Driss Harrass: When we discuss on justice on a global scale, it becomes evidence that countries have long influence one another. 160 00:34:46.160 --> 00:34:55.759 Driss Harrass: The modern concept of juvenile justice in France, for instance, draws heavily from the establishment of juvenile courts in the United States at the very end of the nineteenth century. 161 00:34:55.880 --> 00:35:01.519 Driss Harrass: Similarly the aftermath of World War Ii. In what he shared the birth of the modern Japanese German law. 162 00:35:02.490 --> 00:35:22.119 Driss Harrass: or whether, while the Post World War 2 witnessed the construction of juvenile practices grounded in an ideal issue of welfare and a modern conception of children's right. We hypothesize that the imaging get of movements regarding in juvenile justice practices in many countries is underlying by the strong and mobilized ideology. 163 00:35:22.190 --> 00:35:44.649 Driss Harrass: In this presentation I will focus sorry. In this presentation I will focus on France and Japan 2 countries that are not, commonly compared in the context of penal loans. We will first provide enough. Your view of the evolution of both countries, German and justice systems highlighting the similarities and differences within their respective social and political contexts. 164 00:35:44.730 --> 00:35:59.450 Driss Harrass: Furthermore, we will quickly examine the elements that support or believe that the ideology of children's right is gradually being challenged by nearly newly parallelism as a global ideology that supports and is supported by penal Populism 165 00:36:04.690 --> 00:36:15.420 Driss Harrass: in France as well as in Japan. The early twentieth century witnessed the establishments of semi-specialized laws and goats aimed at providing distinct positives for juvenile offenders 166 00:36:15.500 --> 00:36:30.450 Driss Harrass: after the end of World War 2. Both countries experience the win of all of their juvenile justice systems. the view of juvenile's ingredients as victims and children in need of protections got stronger, and the well being of children became an ever higher priority. 167 00:36:30.610 --> 00:36:43.259 Driss Harrass: although the phones of their respective system die for significantly, both France and Japan share the common objective of prior outside in education, protection, and treating penalties as exception rather than the norm. 168 00:36:43.320 --> 00:36:48.120 Driss Harrass: All timelines here provides a very simplified overview of the evolution of both systems. 169 00:36:48.460 --> 00:36:56.720 Driss Harrass: even if it has been replaced. 2 years ago, the symbol of France just now low, remains. The old announce of 1,945, constant in juvenile delinquents. 170 00:36:56.920 --> 00:37:07.170 Driss Harrass: This law was enacted immediately after World War Ii. And she has many similarities with Chap and Jeb and I know, called Shawnee, who implemented 3 years later in 1,948. 171 00:37:08.640 --> 00:37:23.880 Driss Harrass: Immediately after the war, despite the challenging circumstances faced by both France and Japan, the influence of internal reflections on human rights and the perception of children as the primary victims of the world saved as an ideology ruling in children's right and welfare. 172 00:37:23.940 --> 00:37:30.790 Driss Harrass: This ideology led to the images of new procedures that emphasize specialization, education and protection. 173 00:37:33.760 --> 00:37:40.869 Driss Harrass: Then, from the fiftys post countries experienced an improved economic situation and entered a non-pay of strong economic growth. 174 00:37:40.940 --> 00:38:02.209 Driss Harrass: In France. This period, known as the Glory 30 further reinforced the focus and welfare and productive aspect of German Manchester's practices. In 1,958, a new lobe known as the Ordinance on children at risk wanted jurisdiction to children's schools, all the cases involving minors as victims in civil natives. 175 00:38:02.690 --> 00:38:10.320 Driss Harrass: Following this trajectory until the second half of the eighties, France placed significant emphasis on the use in its development plans 176 00:38:10.480 --> 00:38:24.589 Driss Harrass: the allocated budget for Japan, and justice allowed for a diversification of productive and educational approaches, ultimately leading to the discontinuation of the use of closed facilities for minors by the end of the seventies. 177 00:38:25.090 --> 00:38:33.959 Driss Harrass: On the other hand, despite Japan's remarkable economic growth, the political views about Java. Now just this, Warren's aiming the same direction as 178 00:38:34.110 --> 00:38:45.219 Driss Harrass: into the context of fast and strong social notations leading to a peak. In juvenile offences. Japan witnesses it first obtained a toothening juvenile justice practices. 179 00:38:46.640 --> 00:38:56.459 Driss Harrass: however, due to the lack of support from the family calls the Japanese Bar Association, and to be opinion, the Reform Project was not able to utilize. 180 00:38:56.700 --> 00:39:15.349 Driss Harrass: Actually the fact that most democracies, including France, were developing the justice practices regarding juvenile delinquency with the goal of decriminalization, was surely advocated by scholars, judges, lawyers, and member of the Supreme Court in Japan, in their opposition to the reform project proposed by the Government. 181 00:39:17.370 --> 00:39:24.069 Driss Harrass: or whether, if a will to maintain, or their productive and educative approach is lasted until the end of the eighties. 182 00:39:24.160 --> 00:39:35.490 Driss Harrass: Since the early nineties the nature of the daybage St. In both countries have been witnessing the gradual get of movement in the German Manchester's practices. From the very beginning of the 2,000. 183 00:39:36.700 --> 00:39:49.639 Driss Harrass: In both Japan and France the get of movements. In general, justice, often associated with the trend and strengthening of penal populism, is rooted in the very simplistic belief that juvenile delinquency is on the right. 184 00:39:50.140 --> 00:40:04.349 Driss Harrass: Although the veracity of such a session is often questioned by academics in both countries, it uploads that the premium of driving force behind the shifts in the nature of the debates is closely tired to the social and economic context. 185 00:40:04.540 --> 00:40:16.060 Driss Harrass: In the nineties France and Japan experienced a significant social and economic crisis. The glorious. 30 period had come to an end in France, was grappling with an employment crisis. 186 00:40:16.620 --> 00:40:22.039 Driss Harrass: Meanwhile Chat and faced the aftermath of psychologist Bible, which said to the pay, and most at the lowest decade. 187 00:40:22.140 --> 00:40:35.579 Driss Harrass: to summarize in France. The end of growing 30 period and the onset of an economic crisis resulted in the civil incorporation of the segment of society that heavily relied on welfare and became highly stigmatized. 188 00:40:36.310 --> 00:40:55.799 Driss Harrass: This marginalized portion of society came to be symbolized by families of immigrant backgrounds, who were especially affected by the economic downturn. Subsequently a pulsion of opportunistic politicians and mass media gradually began attributing the rise in Japanese frequency to the use from those families. 189 00:40:56.130 --> 00:41:06.929 Driss Harrass: As a consequence of this situation, several low, we're enacted to amend the 1,945 ordinance concerning gymnastics. This changes mark the beginning of the movement. 190 00:41:06.950 --> 00:41:20.289 Driss Harrass: The modification of the practice includes the reintroduction of close facilities for minors, the development of users with plenty of aspects for minors and theirending results. an increase in the duration of coldness, custody, and so on. 191 00:41:20.970 --> 00:41:32.630 Driss Harrass: In Japan the situation showed similarities to that of friends. The economic crisis couple with a significant generation gap, creating a favorable environment for the rise of Populism and major sense. Socialism. 192 00:41:32.950 --> 00:41:42.510 Driss Harrass: consequently social fair became associated with the image of the youth, who snapped and committed particle with shocking Grimes, seemingly without any specific material. 193 00:41:44.230 --> 00:42:07.080 Driss Harrass: As a result of the day best surrounding the perceived increased involvement of minors and violent crimes, and their decreasing age we form as being made to the Japanese. The main amendments evolved the greater participation of the prosecutor and the positives connected by the family court. This change felicity, the the implementation of penal positives pot and showing you resulting in sentences rather than productive measures. 194 00:42:07.340 --> 00:42:19.259 Driss Harrass: Additionally, the participation of victims during the procedures were gradually allowed, creating the competition between their desire for justice and the necessity to protect and rehabilitate the miners. 195 00:42:19.460 --> 00:42:40.310 Driss Harrass: The minimum age for sending children to a training school was then lowered, while the minimum sentences for minor within the penal system were increased. Furthermore, 2 years ago a new category of minor's called tokation and match symbol. I think the recent trend in the beds to lower the legal age of criminal measurement from 20 years old to 18 years. 196 00:42:40.810 --> 00:42:45.550 Driss Harrass: This is the end of the sections, one. But for overview of German justice practices in both countries. 197 00:42:48.580 --> 00:43:00.889 Driss Harrass: To finish this presentation, I would like to introduce the ongoing comparative research project that I am developing at the moment. it is around the question of the solidification of neoliberalism as a zoom background to. 198 00:43:01.560 --> 00:43:10.159 Driss Harrass: In the first section of this presentation we observed that both France and Japan witnessed a shift in the nineties toward tother up. 199 00:43:10.260 --> 00:43:27.579 Driss Harrass: We think that the simultaneous Ok. Rounds of these movements opens the door to a comparative research opportunity focusing on the question of globalized ideology in a French context, the core of affections about neoliberalism have often been based on the reflection of Michel Fou 200 00:43:27.950 --> 00:43:40.879 Driss Harrass: from a an economical definition that sees neoliberalism as an ideology ruling on a minimal minimal state intervention and market. The regulations promote economic development, individual freedoms. 201 00:43:40.910 --> 00:43:52.449 Driss Harrass: Foucault developed a reflection explaining that new liberalism extends beyond economic policies and becomes governing techniques that applies market mechanism to all aspect of life. 202 00:43:52.490 --> 00:44:02.649 Driss Harrass: This will mean a development of competition between individuals, minimization of state intervention, emphasis on individual responsibilities and faces on risk management. 203 00:44:03.340 --> 00:44:16.970 Driss Harrass: Based on these views, we consider a relation between neoliberalism and German and just these changes and made them to a difference level. Those are neoliberalism as a contextual framework for the Gpa leading to the get of movement 204 00:44:17.070 --> 00:44:21.510 Driss Harrass: and neoliberalism as a theoretical basis for new practices 205 00:44:21.910 --> 00:44:33.029 Driss Harrass: focusing on the 2 levels of in grounds. We will try to understand the possible connection between neoliberalism on the French juvenile justice and bring some thought about the Japanese situation 206 00:44:33.900 --> 00:44:39.150 Driss Harrass: number number one. Neoliberalism. As a contextual framework for the debate. 207 00:44:39.440 --> 00:44:53.260 Driss Harrass: This point is made on the is based on the notion that neoliberal policies, on the fringes of criminal issues gradually reshape the relationship between individuals and foster public opinion strongly opposed to social welfare. 208 00:44:53.310 --> 00:45:05.559 Driss Harrass: In a crisis context where competition between individuals is accentuated societal normalizations lead to the rapid erosion of social bones and reduction in sol solidarity. The impact on checking out is this one. 209 00:45:05.630 --> 00:45:11.100 Driss Harrass: It creates them a convergence between neoliberalism and your conservatism slash populism. 210 00:45:11.150 --> 00:45:21.820 Driss Harrass: The toughening approach entails greater accountability for minors and their families, as well as a redefinition of the State intervention in child protection and education. 211 00:45:22.620 --> 00:45:26.990 Driss Harrass: This dynamics supposed to be really a lot of observable in both France and Japan. 212 00:45:27.030 --> 00:45:46.190 Driss Harrass: However, there is a big difference between the 2 controls in France that women's very strong desire to preserve the welfare system based on national solidarity and any attempts by the governments to rifle it, trigger an even social movements. In this context, debates and amendments related to national security. 213 00:45:46.190 --> 00:45:57.479 Driss Harrass: immigration, or Islam are often employed as strategy to rely a portion of the society around conservative ideas, and elevate their recent ment to of no liberal policies 214 00:45:57.540 --> 00:46:03.000 Driss Harrass: in Japan. The political sensitivity of the population may not be as financed as in France. 215 00:46:03.090 --> 00:46:12.550 Driss Harrass: Furthermore, although national security is a significant concern for the population, the absence of the during link to immigration creates an important distinction. 216 00:46:14.770 --> 00:46:19.599 Driss Harrass: and number 2 neo Liberalism, a theoretical basis for new practices 217 00:46:20.100 --> 00:46:32.140 Driss Harrass: in Japan, the issue of penalties, and has been at the center of the analysis regarding the get of movement from the late 2,000 in France as well. The Populist aspect of the movement has been largely debated. 218 00:46:32.360 --> 00:47:01.649 Driss Harrass: however, to French scholar under, took a collaborative research project, aiming to take into consideration the potential influence of lonely Beverlyism. During this research passes by you the French sociologist and Eve, the French terrorist, focused on civil perspective only only the reason they developed the reflection that perceive the tophaning of German Andes practices as a consequence of the weakening of solidarity, reasoning from the certification of the only be releasing. 219 00:47:01.700 --> 00:47:08.150 Driss Harrass: doing so. They all have already the methodology relaying on sorry relaying 220 00:47:08.390 --> 00:47:16.400 Driss Harrass: on indicators of the influence of the only Liberalism inside the law, making process and inside the new measures introduced by amendments. 221 00:47:16.460 --> 00:47:28.359 Driss Harrass: By doing so they identify the next points as strong as indicators of the realization of German and justice practices number one. This is an emphasis on individual responsibility. 222 00:47:28.720 --> 00:47:34.619 Driss Harrass: That means that newly below I do resistance to priorit as individual responsibility and and accountability 223 00:47:34.920 --> 00:47:45.959 Driss Harrass: in the context of juvenile justice. This translate into a focus on holding young offenders and their families individually responsible for their actions rather than considering broader social factors. 224 00:47:46.280 --> 00:47:58.600 Driss Harrass: this is really linked to an emphasis of security programs at an even individual scale. Gen. You can see, is detached from its broader context intend to be simply associated with certain identifiable categories of individual. 225 00:47:58.690 --> 00:48:17.400 Driss Harrass: This leads to a targeting of the 7 population seen as the prevalence in major delinquency with a proactive control of dealing with Azar. Then there is a tofening of justice practices toward those staggering population, accompanied by refugees to take risks regarding their rehabilitation. 226 00:48:17.530 --> 00:48:37.989 Driss Harrass: Conversely, it was implied. Development of diversion approaches for all the types of delinquency, for all the types of dealing with. Then there is also an emphasis on risk, management, and surveillance in the context of juvenile justice. This can be seen in the pull iteration of risk, assessment tools, and the monitoring of you individuals who. 227 00:48:38.140 --> 00:48:44.659 Driss Harrass: especially for the population targeted in order to protect economic, economical, and neoliberal interests. 228 00:48:45.080 --> 00:49:02.949 Driss Harrass: Then it leads to the influence of manager. Realizing this is re affected in the introduction of pyramids, performance indicators and outcome based evaluation, aiming to murder the effectiveness of innovations. It often takes the form of rationalization of practices from an economic 229 00:49:03.090 --> 00:49:05.619 Driss Harrass: perspective and on the show daily basis. 230 00:49:05.700 --> 00:49:22.180 Driss Harrass: This will, it will ultimately lead to a change regarding Temple relative to the users fast and easy to understand. Short term positives are being prioritized against for cost-effective matters which will eventually lead to to assume interfaces on victims right? 231 00:49:24.150 --> 00:49:31.409 Driss Harrass: When we examine the in between these indicators and the only burialism. As a political concept, they can be divided into 2 categories. 232 00:49:31.860 --> 00:49:45.950 Driss Harrass: the first category directly aligned with the core principle of nearly by reason that include development of competition between individuals, minimization of state intervention, Weston stabilization of individuals cost effectiveness, ratio. 233 00:49:46.100 --> 00:50:00.629 Driss Harrass: The second category relates to risk management which implies a strong state innovation, constructing with the core tenets of newly variedism, but aimed at protecting. We all the world interest. It goes along particularly well with for police discusses. 234 00:50:01.430 --> 00:50:19.369 Driss Harrass: I'm adding the of log in France. Since the early 2,000. Using this indicators, we observed a shift from highly Populist approach focused on national security and individual responsibility toward an approach that's also prioritized cost effectiveness, rationalization. 235 00:50:19.460 --> 00:50:36.189 Driss Harrass: This can be seen in the brand new juvenile law implemented in 2,021. While it may not explicitly to strict toughening on juvenile practices, it surely emphasize the Government's desire for faster and easy, evaluable interventions on short term basis. 236 00:50:36.330 --> 00:50:42.249 Driss Harrass: Regarding Japan, it apples that the question of cost, effectiveness, rationalization is not yet a priority. 237 00:50:42.430 --> 00:50:54.229 Driss Harrass: However, considering the social context for the debates in the showing and faces and responsibilities in young children. It is plausible to assume that newly by reason plays a significant role in the get of movement. 238 00:50:54.280 --> 00:51:10.539 Driss Harrass: It is work, nothing that the central focus on targeting or cost-effectiveness may not be as proven in in Japan, mainly due to the extremely low member of German thatal fingers who end up in training schools or require costly state intervention in comparison to France or other countries. 239 00:51:10.950 --> 00:51:19.240 Driss Harrass: In conclusion, the existence of the globalized dynamic in the changes of to German and justice practice appears to be a relevant hyper business. 240 00:51:19.310 --> 00:51:27.019 Driss Harrass: This dynamic has influenced the development of welfare based practices granted in the modern concept of children, right for the significance period. 241 00:51:27.240 --> 00:51:37.380 Driss Harrass: the simultaneous in the single tennis emergence of tortelling or Portuguese in diverse countries may be explained by the new paradigm challenging. We also focus practices. 242 00:51:37.550 --> 00:51:45.350 Driss Harrass: however, or approach faces several challenges. Firstly, a deeper exploration of not only the reason as an ideology is necessary. 243 00:51:45.550 --> 00:51:52.849 Driss Harrass: The indicators used in the French contexts context may not be entirely of the cable to Japan or other countries. 244 00:51:52.870 --> 00:52:07.479 Driss Harrass: Additionally, it is crucial to go beyond the scope of juvenile justice, and consider a broader reflection on the concept of children and education. Analyzing changes in the social position of children on the larger scale would like to contribute to better understanding of the situation. 245 00:52:07.690 --> 00:52:09.139 Driss Harrass: Thank you for your attention. 246 00:52:14.380 --> 00:52:16.920 Thank you so much. Thank you very much. 247 00:52:21.150 --> 00:52:22.789 Yeah. So 248 00:52:23.430 --> 00:52:28.099 I I think all the prisoners have finished 249 00:52:28.120 --> 00:52:32.829 their speech. So 250 00:52:33.750 --> 00:52:36.329 the first person, right? 251 00:52:36.500 --> 00:52:37.850 And 252 00:52:41.030 --> 00:52:42.080 yeah. 253 00:52:43.520 --> 00:52:44.390 the. 254 00:52:48.390 --> 00:52:50.160 And so 255 00:52:51.540 --> 00:52:52.849 6.7. 256 00:53:00.450 --> 00:53:05.679 So is that far missing and not on the zoom. So not with us. 257 00:53:05.860 --> 00:53:07.260 She's not 258 00:53:10.070 --> 00:53:17.639 right. Okay, I thank you. So thank you. 259 00:53:18.080 --> 00:53:27.890 Okay, so thank you for your great presentations. So my first of all, I think it from the audience. Would you have any questions or comments? 260 00:53:28.140 --> 00:53:30.150 is it, you know. 261 00:53:34.420 --> 00:53:37.860 or open your exchange among presenters? 262 00:53:43.560 --> 00:53:47.089 Ok, so my first, I'd like to 263 00:53:47.280 --> 00:54:03.869 talk about my kind of short impression. And so thank you so much for everybody. My first presentation was about the kind of progressive educational program focused on empathy. 264 00:54:03.880 --> 00:54:08.900 in Austria, nature, right? And so it. 265 00:54:10.010 --> 00:54:16.320 But my interest is in why or how empathy it has been focused on, because. 266 00:54:16.570 --> 00:54:40.650 very roughly, in Western country kind of identity and the safe expression are very strongly respected. So empathy is a kind of more like a kind of Eastern or some other cultures. So maybe if this idea might be related to the a local knowledge in Australia and New Zealand. This was a kind of this has been my interest. 267 00:54:40.790 --> 00:54:50.110 and the second presentation was about the kind of a holistic approach, including the leisure or study. 268 00:54:50.230 --> 00:54:51.360 So 269 00:54:52.630 --> 00:54:55.740 in Brazil. So this 270 00:54:56.100 --> 00:55:00.490 my year is also interesting because 271 00:55:01.230 --> 00:55:08.890 it's related to the third presentation, the kind of globalized period of Populism. 272 00:55:09.110 --> 00:55:26.580 I think each country or each society tries to develop a kind of unique or progressive approach. So my interest is who has been leading such a kind of new wave of juvenile correction. So 273 00:55:27.290 --> 00:55:37.200 and also I'm interested in the centralization or decentralization of the juvenile correctional practice or policy in Brazil. 274 00:55:37.350 --> 00:55:51.890 I think a your presentation is kind of suggesting some central or centralized criteria to select professionals for educational approach. 275 00:55:52.150 --> 00:55:57.009 So, my, I like to listen to your idea about 276 00:55:57.240 --> 00:56:08.150 to which direction is Brazil going on? I mean, towards centralization or decentralization. What do you think about your kind of 277 00:56:08.680 --> 00:56:17.770 yeah, absolutely. this. let us know about your personal opinion, about which direction will be kind of better overwhelmed. 278 00:56:18.310 --> 00:56:28.470 So the third presentation was about a kind of political historical analysis and the comparison between France and Japan 279 00:56:28.760 --> 00:56:47.479 and the even beyond the differences, a kind of neoliberalism. It's a kind of basic trend in politics. And the this a political or trend. It has affected the toughening of law specifically in the juvenile justice. And so 280 00:56:48.930 --> 00:57:03.410 well, one thing is in many countries, maybe a similar things. Similar things might have been occurring. So how can we resist such a kind of global political trends? please let us know. 281 00:57:03.510 --> 00:57:04.330 Thank you. 282 00:57:10.830 --> 00:57:11.530 Oh. 283 00:57:12.750 --> 00:57:14.970 any presenter 284 00:57:16.330 --> 00:57:18.230 for like to talk about. Right? 285 00:57:20.620 --> 00:57:23.320 I yeah. 286 00:57:24.420 --> 00:57:25.080 yeah. 287 00:57:27.670 --> 00:57:28.470 The 288 00:57:28.820 --> 00:57:29.700 I know. 289 00:57:33.750 --> 00:57:34.740 And so 290 00:57:35.700 --> 00:57:37.679 as any presenter. 291 00:57:43.460 --> 00:57:44.600 Driss Harrass: okay, so 292 00:57:44.680 --> 00:57:47.160 Driss Harrass: if no one is 293 00:57:47.420 --> 00:57:50.509 Driss Harrass: Then I might maybe try to answer, if you don't mind. Is it okay? 294 00:57:50.880 --> 00:58:01.560 Yes, please. Yes. Well, I mean for the risks I've been trying to do actually I cannot say that I'm completely sure about what I'm trying to do at the moment, and I still have to 295 00:58:01.640 --> 00:58:03.279 to to to 296 00:58:03.420 --> 00:58:17.819 Driss Harrass: to keep on working on that on those programs. It's very difficult, because the only if it has something to do with the toughening justice. And if you have something to do with spin up. The reason the main problem is like, it's not taking the same shape in any countries. 297 00:58:18.000 --> 00:58:31.020 Driss Harrass: and that's one of the major problem I found when I'm trying to make comparison between France and Japan. When you try to conference in Japan, for instance, it's very complicated because they don't come from the exact same position. 298 00:58:31.190 --> 00:58:55.520 Driss Harrass: they don't have the exact same rules. for instance, Japanese J, even, I know is still applied to young people that are like 18 years old and 19 years old, and that's not the case in France since, and it has never been the case in France, but at the same time juvenile training schools in Japan are pretty streaks, which is not exactly the case in France. So 299 00:58:55.520 --> 00:59:08.820 Driss Harrass: when you try to make comparison international comparison, it's easy. I find it easy to have something more global. I think I can see in both countries, and I think the neoliberalization of mind and thought 300 00:59:08.820 --> 00:59:38.159 Driss Harrass: with the onset of economic crisis brings a very good I will say, a very good path to make the comparative studies, even though it's very tricky. And if what I'm trying to say is not wrong, which I'm not there about, the points will be first to try to develop mentality against the destruction of solidarity, against the destruction of of welfare on any kind of field of of social social behavior. 301 00:59:38.180 --> 00:59:55.640 Driss Harrass: So that will be for education. That will be for justice. That will be for a medical related, made as well, and try to understand what's happening and what is happening now, and try to understand what should be done. But it's very hard, because this realize on very hard concepts 302 00:59:55.660 --> 01:00:09.120 Driss Harrass: which are very hard to understand for a lot of people, I guess, which is also my case actually. And in comparison with that, I think that's full. Populist discusses. I so easy to understand for a lot of people that 303 01:00:09.250 --> 01:00:27.840 Driss Harrass: it makes me feel that the the game the fight is not very fair, and maybe to change the the situation, it will be better. I mean, it will be nice to be able to to, to make people understand what's happening on a on an ideal issue basis which is practically difficult, I think. But I think that will be the best, you know. 304 01:00:29.450 --> 01:00:30.619 Thank you very much. 305 01:00:31.740 --> 01:00:41.170 Oh, yes, yes. yeah. 306 01:00:52.990 --> 01:00:57.829 Okay. I wanted to ask about French juvenile justice. 307 01:00:57.970 --> 01:01:03.180 Can you hear me? Okay? Yes, I can hear. I cannot you? But I can hear you. Okay. 308 01:01:03.280 --> 01:01:08.240 right? we we oh, well, I'll go. And 309 01:01:08.340 --> 01:01:13.059 yeah, that's probably easier. Okay, I can see you, anyway. 310 01:01:13.180 --> 01:01:32.400 Now, I've done a few observations of Zeus de Zen' in France, and one of the things that's interesting and I'd like to probe you on is the institutions that actually, in a sense, fight against the neoliberal tendencies you're talking about. 311 01:01:32.410 --> 01:01:43.530 And so one of the things that you that you know that's children's court judges do is, they set up these Conseil deafami and the sort of family councils. 312 01:01:43.530 --> 01:02:03.140 and and that means that they maintain kind of oversight of what's going on, and the ones I've seen. They have this what I might call obsession with education, and so with young people, they actually make sure that they get proper educational support, and then they monitor them. 313 01:02:03.280 --> 01:02:27.810 Now, that might not happen everywhere, and there could be neoliberal tendencies that you know, because of pressure of time. But it seems that there are institutions that actually fight against this dominant trend of of neoliberalism. What what do you think about that? I think that what you see, is actually very, very true. I think big part of the French population, which is one 314 01:02:27.810 --> 01:02:45.559 Driss Harrass: like largely polarized, is trying to fight again, that even though it's very difficult. it's difficult, I think, for several reasons, the reasons the budget that's even though there is like raising the budgets most of the time. It's for effectiveness 315 01:02:45.830 --> 01:02:53.510 Driss Harrass: cost, effectiveness, ratio, and this the way with the effectiveness of general justice. Justice is changing a lot. 316 01:02:53.530 --> 01:03:11.239 Driss Harrass: So it is true that the judges and the magistrates and a lot of Jerry, specialized in the juvenile delinquency are trying to fight again the strains. But little by little. Everything is changing. And the main reason is, I think, because the public opinion is changing as well. 317 01:03:11.430 --> 01:03:38.030 Driss Harrass: So of course, a lot of people are doing their best. But I'm not sure it's going to last that long. Unfortunately, like public debates about like juvenile delinquency which is relating to the immigration programs. Also, Islam programs now is very strong, politically talking. And I think that the work that those people are trying to do by fighting noli barism and penalties. Is not that fair? Because they're fighting against very, very strong machine, I think. 318 01:03:44.350 --> 01:03:50.479 Oh, thank you very much. So. Oh, it would there be any other comments. 319 01:03:51.880 --> 01:03:58.230 Okay, also. Well, actually, I'd like to add, kind of our question. 320 01:03:58.360 --> 01:04:02.660 Oh, so 321 01:04:03.560 --> 01:04:06.149 yeah, great. 322 01:04:06.460 --> 01:04:10.569 I think we have just one present. 323 01:04:12.630 --> 01:04:20.530 Hi, hydrates. Thanks for your presentation. And my question is not really related 324 01:04:20.550 --> 01:04:29.859 to the content of presentations. But it's more a reflective question, maybe, for the future, of research about 325 01:04:29.880 --> 01:04:37.559 juvenile offenders and maybe educational support to addressing the needs. Also juvenile offenders 326 01:04:37.810 --> 01:04:40.959 just attended the session previously on 327 01:04:41.190 --> 01:04:56.049 participatory research and core research. And maybe the need to shift away from research about young people or marginalised vulnerable groups to research with 328 01:04:56.100 --> 01:05:10.380 young people. And we've been discussing a lot about the limitations of that, and also how difficult it is to involve especially vulnerable young populations. And of course 329 01:05:10.400 --> 01:05:18.079 this particular group of juvenile offenders is one of the most vulnerable, and 330 01:05:18.240 --> 01:05:34.819 we see a lot of situations when the basic needs are not being addressed, including educational support. But I wanted to ask, maybe you, but also people in the audience. How do you see 331 01:05:35.150 --> 01:05:49.420 in general? Would it be possible to move to this participatory research, like how to involve this group of young people better into shaping their 332 01:05:49.480 --> 01:05:57.839 experiences or hearing their voice, because I was listening to the Brazilian presentation about this NASA program. And I 333 01:05:57.910 --> 01:06:12.619 I saw this as a perfect situation where young people actually could be asked about the way they experience this societal educational support that is offered in those detention centers. But we saw that only 334 01:06:12.840 --> 01:06:34.919 staff. Professionals of the centers who are surveyed, but not young people themselves so I just I just I just wanted to ask, How do you see where? In this particular vulnerable area this young people could come into play and and get a bit more agency. 335 01:06:35.000 --> 01:06:39.559 And and what kind of challenges. Do you? Do you see? 336 01:06:40.230 --> 01:06:46.939 Driss Harrass: personally, I have like starting to focus on that kind of cities after coming to Japan. 337 01:06:47.300 --> 01:06:52.479 Driss Harrass: And what I have noticed in Japan that it's very hard to get into contact directly with a 338 01:06:52.800 --> 01:06:57.630 Driss Harrass: young like people that are like under the German and justice system. 339 01:06:57.840 --> 01:07:01.550 Driss Harrass: It's a pretty difficult. I think 340 01:07:01.610 --> 01:07:25.279 Driss Harrass: it is doable in France, but I've never really tried it. what I know, and the opposite is like in France. There's a lot of previous offenders. Then when they get rehabilated and go back to the city, they start to walk as a educators into that kind of in the suburbs where, like this, people like, they're in theable people that I'm inclined to start to have 341 01:07:25.280 --> 01:07:39.429 Driss Harrass: and that's I think, away those previous vendors are doing what I can to change the the situation. I don't know all it is possible to involve the people that are like under the juvenile justice systems at the moment. 342 01:07:39.430 --> 01:07:43.680 Driss Harrass: But from my experience I think it's pretty hard. I mean, Japan is, I think, like 343 01:07:43.840 --> 01:08:06.839 Driss Harrass: almost impossible. From what I think, I'm not sure but I'm saying at the moment. So from what I've seen for the what I'm seeing, it's pretty hard like to have direct contact with people down into the shining training like a school or something coming to show like that's like, that's kind of places. It's pretty hard, I think, to get in contact with them, but I think it's doable in friends depending on the depending on the, on the facility which they are. 344 01:08:10.490 --> 01:08:12.070 Thank you. Oh. 345 01:08:12.350 --> 01:08:15.520 as a okay. Okay? 346 01:08:15.660 --> 01:08:16.390 Oh. 347 01:08:23.490 --> 01:08:29.760 you know. okay, yes. thank you very much for your presentation. 348 01:08:29.820 --> 01:08:48.890 I just want to react to what she just said about including young people in the process of trying to do research on things that consign them. in the global debate. mandate. that is the mattra of 349 01:08:48.920 --> 01:08:50.839 not for us. 350 01:08:50.980 --> 01:09:11.809 without us or no, no one behind. And all those kind of things are something that we should also promote in research. for me. in Nigeria. we've been trying to see how we can revive the juvenile sentence because it went into kumatus 351 01:09:11.810 --> 01:09:38.189 and one moly bond and We walk in in correction. It became very difficult for us to engage the correctional management. having young people within the maximum prisons and all that. So that has been a debate and advocacy. We've been pushing one of the challenges that we have working with young people is some of political issues. 352 01:09:38.250 --> 01:09:55.140 I'm trying to get confidence, and manage some of those complications in engaging. young people, especially in research. But I think it's a lot of things that we need to have more, deeper conversation 353 01:09:55.160 --> 01:10:17.669 on, how we can break those barriers and get their stories, because it's also very important and in trying to build knowledge around that area so that we can get young people some perspective their perceptions and their biases about some of these educational programs or interventions that we are doing for them 354 01:10:17.670 --> 01:10:30.709 what we've done for my organization that is intervening in correctional centers. We recently started doing preventive measures. 355 01:10:30.710 --> 01:10:46.150 with young people in schools that's not actually juvenile schools or correctional schools, but ordinary secondary school. That's post primary schools trying to engage them. 356 01:10:46.150 --> 01:11:15.870 and what we discovered is that them they prefer more of using entertainment. in demonstrating and to be of yours and bringing some of the model behaviors that we put them out of crime. So that's what we've discovered that young people we appreciate when we create more in tactics and storytelling, dancing, and all what our view in it bringing education 357 01:11:15.870 --> 01:11:29.930 to them about crime and people at risk of of crime and all that and order. So I think it's something that we need to explore and find other ways that we can get their stories. Thank you. 358 01:11:32.040 --> 01:11:35.020 I'm done with the possible. Yes. 359 01:11:38.460 --> 01:11:43.749 one of the most positive features, I think, about youth, justice, and the 360 01:11:43.930 --> 01:11:57.489 Australia and New Zealand is Is, is Corey courts or indigenous courts, and the best ones are probably the Rangatahi courts in New Zealand, where young people they work with 361 01:11:57.490 --> 01:12:26.479 other young people, and they have supporters and elders, and so on, present, and and there's quite onerous. They have to go through a whole process, and then at the end they have this ritual in which they have to give a a speech in Maori about their lineage and their link to the land and the rivers, and so on. And and I think you mentioned about dancing sometimes there's dancing involved. I was doing an evaluation of a youth. 362 01:12:26.480 --> 01:12:44.860 Corey court and a aboriginal court in Sydney and and they're trying to do something similar. But but and also some of the graduates from that come back and they help other courts. So I think that was one of the issues we were raising about a kind of 363 01:12:44.860 --> 01:13:00.930 co- creation, not just adults telling kids what to do, you know. And so I think, in Australia and New Zealand. It's these indigenous courts that are probably the most progressive because of the way in which they involve the whole community. 364 01:13:00.940 --> 01:13:13.420 and the main problem with them is, governments are reluctant to fund them, and the only ones that work really well are in this State, Victoria, because they are legislated, and so they are quite widespread, whereas 365 01:13:13.420 --> 01:13:33.169 New South Wales, where I am, and Queensland, they kind of have one or 2 token ones, but really, if they were more widespread, they they certainly reduce reoffending. There's very good studies of that. So they reduce reoffending, and what I showed was they also reduced custody. 366 01:13:33.390 --> 01:14:03.140 but, more importantly, they enable young people to regain their lives and become and improve their education, and get integrated into society. It's by the State, it's by the government. 367 01:14:04.290 --> 01:14:11.730 It's just for indigenous people 368 01:14:11.760 --> 01:14:12.969 in your. 369 01:14:19.800 --> 01:14:44.910 it's just a program for kids who are in trouble. It's not linked backwards to the education, but it's it's a look forward to education. So one of the main things they do, in fact, in French children's court. They use this word, really, and you know, putting people back, and that's what they do in these indigenous courts. They put them back into an appropriate form of education, which is often technical training. 370 01:14:45.330 --> 01:14:51.990 So you know, I think there's some positive things going on around here, but nowhere near as many as there should be 371 01:14:55.740 --> 01:14:56.580 that. 372 01:14:58.820 --> 01:15:13.219 Keith. There are a couple of features that you had to take into consideration. We are talking about the juvenile systems. particularly those ones, and this is not precisely the case. I mean the the harass is taken. 373 01:15:13.350 --> 01:15:22.099 2 systems, a Japan system that was implemented in, I mean, it was World War Ii and Cousin had done many of the reforms actually. 374 01:15:22.140 --> 01:15:32.340 and the one that is happening now in France. There is a strong debate about the the new form that implemented different types of community programs and an different orientation. 375 01:15:32.510 --> 01:15:42.370 I've been studied the Latin American concept context, and there is one important legally issue that you had to take into consideration. We're talking, and I'm and storing 376 01:15:42.540 --> 01:15:55.220 adolescents that are in there into the systems. I mean, the law protects the rights of the adolescent, and nobody can talk about an interact with them 377 01:15:55.220 --> 01:16:16.410 unless there is a supervision from a family member. That is, the actually has the the what are called the the, the the paternity, or, in case there is not a family member, one person that is in charge in the legal system. So that is an issue to discuss. It's important to take into consideration. You want to do some work with them. 378 01:16:16.410 --> 01:16:40.420 Now, there are some new community programs that have been developed in certain situations press because a couple of them. But Brazil is a very complex situation, as you can see, it's a very instant, strongly institutionalized program. But then they have this community oriented programs where they try to get at all. Since our into the system to work with the communities 379 01:16:40.560 --> 01:16:43.749 and to engage in a different approach. 380 01:16:43.780 --> 01:16:57.360 Socio-educational approach with the community Nikko has got. yeah, that's what I was asking. I mean, it is with the communities. It's very limited. There are some states that are doing that thing and depends on the Georges, on the State. 381 01:16:57.440 --> 01:17:23.139 It's not a federal program in that way. It's been trying to do a couple of things, but the regulation of the system, I mean, if you're not examined, they from the to the other. Listen. I mean, they were talking about the Federal regulations, but also we had to talk about the international regulations. You had to respect the rights of the kids of of privacy and the protection of their of their own personality when you work with them. 382 01:17:23.590 --> 01:17:34.970 As a consequence, as this is a consequence of this of this type of programs, it is very difficult to intervene and to promote different programs, one from the ones institutionalized 383 01:17:35.810 --> 01:17:45.919 to try to work with them while they are in, we in the system. By, you know, like, I mean, they have the I mean they. They've been in the system from 384 01:17:46.150 --> 01:17:55.439 in some cases in Latin America, from one to up to 5 years within the system, depending on the penalty that they, they, they get through the system. 385 01:17:55.580 --> 01:18:08.400 But then the second part of the problem is, how do you brains reintegrate the the adolescent into the community, or into the family, or into the society? After this happens. And 386 01:18:08.430 --> 01:18:13.000 there are not really that many programs that try to work with this issue. 387 01:18:13.470 --> 01:18:35.869 They have been some experiments in Mexico, like, you know, they call them like middle middle trans or transit houses. When you are starting to finish your socio-educational, it's called. It's one of the paradoxes so so educational period, and then trying to re search you in your community, or your or or in the society 388 01:18:35.870 --> 01:18:48.430 ere 389 01:18:48.580 --> 01:18:56.080 with with with our attack types of offenders. So this is an issue that is important to take into into consideration, because 390 01:18:56.240 --> 01:19:06.229 it's a really, on the one hand, it's a paradox, because, on the one hand, it's very protected of the rights of the adolescent. But, on the other hand, it's very strongly institutionalized the State. 391 01:19:06.650 --> 01:19:14.199 I mean it. It imposes the power of the state into the children and into the families in a very clear manner. 392 01:19:14.340 --> 01:19:18.640 And this is a nature that is important to take into consideration into these systems. 393 01:19:18.740 --> 01:19:34.739 and for that I will just make a comment on the idea of the Neoli neoliberal. I mean system. For sure there has been. I mean, this is, some are getting more punitive. For the. On the other hand, you can see that these type of programs. 394 01:19:34.890 --> 01:19:42.490 institutions, and legal statutory regulations in Latin America is strongly. 395 01:19:42.510 --> 01:19:56.010 Not Antonial. Antonio or Antonio liver is a strongly interventionist in the condition of the adolescence. and that's one each that has to take it. It's a paradox. 396 01:19:56.070 --> 01:20:06.750 because, on the one hand, they protect the rights of the adolescence, and they really protect them. But to protect them they become subjects of the state. 397 01:20:06.890 --> 01:20:23.899 It's a politics, you know, and the punitive power of the State is regulator unlimited. But it's so strong for a dollar sense that you cannot really have that much leeway to work with them. That's the point we've been trying to develop programs for that. Actually. 398 01:20:33.340 --> 01:20:41.130 thank you. Any further comment from Greece. 399 01:20:41.220 --> 01:20:57.129 Driss Harrass: Oh, if you have. Yeah, no, no, I think the question of the paradox is very important, and at the same time it's, I think, in the background, this paradox. There is also the paradox that concept, autism and Populism means a strong integration of the State, you know. 400 01:20:57.550 --> 01:21:25.090 Driss Harrass: but there is some kind of windows when it works well with the only for the respects of the security to to to have a economic activities and that kind of stuff so myself as well when I did that kind. When I do that kind of research, when it's about Japanese, it's about friends. I find a lot of paradoxes that sometimes makes me want to stop that kind of research, because I'm not, to be sure, but I'm the what I'm doing. So I feel a bit I don't. So I I feel 401 01:21:25.180 --> 01:21:39.739 Driss Harrass: It kind of make me feel that I think that kind of paradox is not a a a a a good reason to stop that kind of research. So I I feel a bit relieved to hear that kind of comments. Actually, thank you. 402 01:21:42.060 --> 01:21:42.740 Hmm. 403 01:21:43.750 --> 01:21:58.090 so my, actually, yeah, any comment has been very constructive, inspiring. So thank you so much. And the actually, I'm sorry I forgot to introduce myself first. So 404 01:21:58.110 --> 01:22:19.200 so well, thank you, everybody for coming. My name is Jas. Kimoto. My, actually I've acquired achieved a Phd. At the University of Miami. This May and the I've returned to the Japanese Minister of Justice. So now I work as a senior manager at the female juvenile 405 01:22:19.250 --> 01:22:21.619 correctional facility. And so. 406 01:22:22.160 --> 01:22:31.329 yeah, it's hard to make a great change in such a kind of very rigid legal system. Well, however, for example. 407 01:22:32.560 --> 01:22:37.589 yeah, yesterday I was, I proposed a kind of new 408 01:22:37.640 --> 01:22:43.729 Liberating a philosophy of education that is a pedagogy of life. And the 409 01:22:43.760 --> 01:22:49.229 what I'm saying now is just my personal opinion. So please remember that 410 01:22:49.540 --> 01:22:59.279 the pedagogy of life is, for example, a kind of encouraging the youth to reaffirm their own being 411 01:22:59.780 --> 01:23:10.640 communicate with other students and community and community members in the horizontal relationship, and the in the end 412 01:23:10.770 --> 01:23:31.990 and kind of generate or co-generate a new language to express their kind of existential suffering regarding, for example, social discrimination or social alienation, and also to express their constructive ideas toward the humanistic social relations. So. 413 01:23:32.630 --> 01:23:45.829 yeah, I like to let you know, anytime somebody is struggling to overcome the limit situation, even either in even in the most difficult associated situation. So 414 01:23:46.200 --> 01:23:52.560 yeah, I believe the youth will finally liberate themselves in our 415 01:23:53.640 --> 01:24:01.649 yeah kind of difficult society and the and make a change for our 416 01:24:01.920 --> 01:24:08.070 social relations. But this is my hope. So I've held this a session for 417 01:24:08.690 --> 01:24:10.400 sharing our 418 01:24:10.660 --> 01:24:14.529 knowledge. So this was a kind of 419 01:24:14.550 --> 01:24:18.860 my goal for this session. So 420 01:24:19.310 --> 01:24:31.149 and that's all from me. So finally, any further comments. Or Ok, so thank you very much for tonight. So please take care.