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Expert witnessing in asylum cases involves depicting the conditions of the applicant’s home country as a context for judging a well-founded fear for life or safety. Most of the elements involved in the work of the expert country witness are dynamic and change over time, creating new challenges and new resources for describing and interpreting country context. Examining several characteristic Honduran asylum cases separated by 20 years reveals not only an increasingly complex and multifaceted set of relevant conditions in both the sending and the host country, but also a significant broadening of the anthropological “tool kit” available to the expert country witness (as the expert witness becomes aware of its relevance to country conditions at a particular time), and an increasingly reflexive and complex relationship of the expert witness to the country in question and to the court. In the interim, emerging problems of contextual complexity, subjectivity, changing and competing images of reality, and the shifting applicability of legal and sociological definitions and categories arise and can be partially addressed with emerging anthropological or social scientific resources, raising anew the nature of the relationship of the expert witness to the court and the possible mutual influence of social science and legal culture upon each other over time. As the number of refugee seekers increases globally, can expert witnesses trained in social sciences help asylum courts to imagine new ways of bridging the gap between legal regimes of governmentality and the subjectivity of refugees?

Purpose – This chapter explores a necessarily ambivalent approach to gang members at an inner-city alternative high school, Choices Alternative Academy (CAA), as staff must both accommodate and monitor their often troubled students.

Methodology – The methodology of this study is ethnographic, drawing from participant observation carried out over the course of four years, and 65 informal, semistructured interviews of a theoretical, purposive, snowball sample.

Findings – Staff in schools dominated by gang members must both accommodate and control them, which are often contradictory practices.

Research limitations/implications – As a case study of a single alternative school, the study is limited in scope, but comprehensive in depth, as observations were conducted over a four-year period. Future research may focus on the relationship of teacher experience and expertise to the desire to acknowledge the presence of gangs.

Practical implications – The chapter advocates the utility of an ambivalent approach toward gang members in policy discussions, acknowledging the wide variety of discourses possible in regard to gang members.

Originality/Value of the Paper – While most studies of schools and gangs focus on large, mainstream schools, this study is unique for focusing on a school that specifically serves gang members and the difficulties and dilemmas involved in that task.

In 1987, the City of Los Angeles instituted the first gang injunction in the country. Gang injunctions are pursued through the civil courts to seriously restrict the activities and movement of suspected gang members and affiliates. People who have been served with a gang injunction are often prohibited from everyday activities, such as wearing sports jerseys, talking to other gang members, and being out in public past curfew, regardless of age. Though often justified by law enforcement as a necessary tool to fight gang violence, we argue that gang injunctions are similar to Slave Codes, Black Codes, and Jim Crow laws, which established a separate system of justice based on race. As such, gang injunctions serve as an extension of an apartheid-like system of justice that seriously limits the life opportunities of people of color within gang injunction territories.

This chapter draws upon the oral histories of people targeted by gang injunction laws within California, paying particular attention to how gang-identified individuals are surveiled, controlled, and confined.

Gang injunctions operate on an apartheid-like justice system that punishes perceived gang members harsher than non-gang members. These laws affirm the legal tactics that maintain racial boundaries and promote a system of justice that mirrors the Black Codes following the end of slavery. The evidence suggests that gang injunctions solely target low-income youth of color, who have been identified as gang members and served with injunctions.

Despite the ubiquity of gang injunctions within California, there is little research on gang injunctions, and even less literature on how these injunctions shape the life course of suspected gang members. We attempt to address this gap in the literature by showing how gang injunctions are not simply about fighting crime, but rather they are a tool used to control and corral communities of color.

As the US criminal justice system and immigration system increasingly interconnect, even immigration policy that is facially race-neutral may involve biased practices. The purpose of this paper is to examine how institutional racism in criminal legal processes creates particular barriers for many individuals of Latin American and/or African descent facing deportation proceedings in US immigration courts, particularly in assertions regarding gang affiliation.

This research is based on ethnographic observation. The work utilized a grounded theory approach. The observation took place at public master calendar hearings at a Midwestern immigration court between 2013 and 2015, yielding over 400 pages of fieldnotes that were coded and analyzed for patterns.

Non-citizens in the USA, including lawful permanent residents, are subject to deportation if labeled “criminal.” Racial profiling and criminalization of communities of color create heightened risk of deportation. Assumptions that common tattoos or urban fashion indicate criminality, reliance on Facebook posts to “prove” gang membership, and the use of arrest records as evidence of criminality even if charges were dropped all put immigrants of Latin American and/or African descent at heightened risk.

The ethnographic method used has strong validity but weaker reliability and generalizability.

This paper can help analysts, policymakers and advocates consider how to adapt systems to increase equity.

This research provides direct examples and ethnographic evidence of how race and cultural bias in criminal legal processes and immigration policies can affect people in deportation proceedings.

The purpose of this paper is to consider what the author might call the evolution of the evolutionary argument about gangs and, while acknowledging its explanatory power, suggests that gangs may develop in very different ways depending on the available opportunities, pre-existing forms of criminality in the areas in which gangs emerge and global change.

It is based on a review of the relevant literature and interviews with purposive samples of research, criminal justice and social welfare professionals and young people involved in or affected by gang crime. Findings were triangulated with data held by the police and other public authorities.

The term “street gang” includes a wide variety of groupings all of which are involved in some form of crime but with differential levels of organisation and commitment to purely instrumental goals. Gangs may form but not necessarily evolve. Gangs appear to develop in very different ways depending on the available opportunities, pre-existing forms of criminality in the areas in which they emerge and global changes in drugs markets.

The originality of the paper consists in its interrogation of the concept of “gang evolution” and its discussion of the variety of forms and evolutionary trajectories of gangs.

Purpose – The purpose of this study was to understand how, if at all, backchanneling technology supported an early career English teacher’s facilitation of literary discussions in his 10th grade classroom. Although emerging findings from studies of backchanneling in teaching contexts have illustrated its potential power, little attention has been given to how teachers learn to use the tool or reimagine their pedagogical roles as they use backchanneling for instructional purposes.

Design/Methodology/Approach – Discourse analyses of 16 face-to-face (frontchannel) and online (backchannel) transcripts of discussions exposed how participants used these two venues to interact simultaneously around a literary text. Methods from Nystrand’s (2002) dialogic discourse analysis isolated each teacher interjection in the contexts of each discussion.

Findings – The teacher used the backchannel to probe for elaborated student responses and model dialogic discourse moves. The teacher’s behind-the-scenes support limited his participation during frontchannel discussions, allowing for open discussion among students without the teacher’s consistent interjection, which disrupted the initiation-response-evaluation discourse structure that is pervasive in US schools.

Practical Implications – Although backchanneling technology can be used to archive records of students’ participation that could be useful for assessment purposes, the teacher’s skillful capacity to negotiate two discussions at once reconstituted his role during the discussion from facilitator to a fellow reader with his students as they explored meaningful questions that literature provokes – a less obvious and potentially more powerful affordance of this digital tool for instructional purposes.

The school-to-prison pipeline is a booming pipeline that is the cause for alarm. Increasingly, this pipeline includes more of Chicano males, and this dynamic is reflected in low rates of high school graduates going to college contrasted with the growing number of Chicanos in the juvenile justice and court systems. This study focuses on the impacts of the school-to-prison pipeline on Chicano students. Furthermore, utilizing a CRT and LatCrit framework, this study centers the experiential knowledge that Chicano students contribute to conceptualizing ways of disrupting the school-to-prison pipeline. Themes of this study include the following: (1) Chicano student experiences with the school-to-prison pipeline, (2) innovation of discipline policy and practice, and (3) effective alternative practices to a zero tolerance framework. Through this, Chicano students point to a praxis grounded in community to clear educational pathways and interrupt the school-to-prison pipeline.