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Doing Ethnography in Criminology pp 29–38Cite as

Problematizing School Discipline and Struggling for Verstehen

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Abstract

This chapter reflects on an ethnographic case study examining the institutional culture underpinning school discipline and punishment. More specifically, it offers personal experiences related to the interpretive process of gaining verstehen—an empathetic understanding that is fundamental to ethnographic and qualitative work. In doing so, it highlights that the process of appreciating lived experiences, emotive frameworks, and individual motivations may be much more dynamic and complex than often written about in texts, publications, and peer-reviewed articles. This chapter also discusses how the relationship between the researcher and research topic can impact processes of understanding. Lastly, it concludes by outlining the significance of ethnographic methods and empathy for criminological research, policy implications, and opportunities for change.

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Author information

Authors and Affiliations

  1. School of Justice Studies, College of Justice and Safety, Eastern Kentucky University, Richmond, KY, USA

    John J. Brent

Authors
  1. John J. Brent
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Correspondence to John J. Brent .

Editor information

Editors and Affiliations

  1. Criminal Justice Department, Seattle University, Seattle, WA, USA

    Stephen K. Rice

  2. Department of Criminology, Law and Justice, University of Illinois at Chicago, Chicago, IL, USA

    Michael D. Maltz

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Brent, J.J. (2018). Problematizing School Discipline and Struggling for Verstehen. In: Rice, S., Maltz, M. (eds) Doing Ethnography in Criminology. Springer, Cham. https://doi.org/10.1007/978-3-319-96316-7_4

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  • DOI: https://doi.org/10.1007/978-3-319-96316-7_4

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-96315-0

  • Online ISBN: 978-3-319-96316-7

  • eBook Packages: Law and CriminologyLaw and Criminology (R0)

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