Helen Brown Coverdale
Biographic Data
| ID | 1490200 |
|---|---|
| NAME | Helen Brown Coverdale |
| GIVEN NAMES | Helen Brown |
| FAMILY NAME | Coverdale |
| SIGNATURE | COVERDALE H B |
| AFFILIATIONS | London School of Economics and Political Science |
| ORCID | 0000-0002-9441-0611 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 1 |
Non‐paradigmatic punishments
Much current penal philosophy has an unhelpful hyper‐focus on the criminal punishment of culpable adults, by states, often through imprisonment. This paradigmatic case is important, but other subjects, agents, and practices of punishment are not statistically insignificant side‐issues, and a comprehensive account of punishment should address them. Our understanding of punishment as a whole can be enhanced by considering non‐paradigmatic punishmen…
Introduction
This is an introduction to the Symposium on Nonparadigmatic Forms of Punishment. We explain what we mean by calling certain instances of punishment 'nonparadigmatic' and explain why nonparadigmatic punishments are of philosophical interest. We then introduce the contributions to the Special Issue and conclude by outlining directions that future research on nonparadigmatic punishment might take. We focus on three particular ways in which punishmen…
Caring and the Prison in Philosophy, Policy and Practice
Care appears prima facie antithetical to punishment. Since the overlaps between care and punishment are greater than we paradigmatically expect, care ethics offers a more accurate account of prisons: recognising and critiquing both dehumanising carceral violence, and the necessity, presence, and inadequacies of penal care, as well as unlocking ways of thinking differently about structural change without losing sight of individual issues. After in…
What makes a response to schoolroom wrongs permissible
Howard’s moral fortification theory of criminal punishment lends itself to justifying correction for children in schools that is supportive. There are good reasons to include other students in the learning opportunity occasioned by doing right in response to wrong, which need not exploit the wrongdoing student as a mere means. Care ethics can facilitate restorative and problem-solving approaches to correction. However, there are overriding reason…
Punishment and Welfare
Many criminal offenders come from disadvantaged backgrounds, which punishment entrenches. Criminal culpability explains some disadvantageous treatment in state-offender interactions; yet offenders remain people, and ‘some mother’s child’, in Eva Kittay’s terms. Offending behaviour neither erases needs, nor fully excuses our responsibility for offenders’ needs. Caring is demanded in principle, recognising the offender’s personhood. Supporting offe…
Punishment and Welfare
Many criminal offenders come from disadvantaged backgrounds, which punishment entrenches. Criminal culpability explains some disadvantageous treatment in state-offender interactions; yet offenders remain people, and ‘some mother’s child’, in Eva Kittay’s terms. Offending behaviour neither erases needs, nor fully excuses our responsibility for offenders’ needs. Caring is demanded in principle, recognising the offender’s personhood. Supporting offe…
Punishment and Welfare
Many criminal offenders come from disadvantaged backgrounds, which punishment entrenches. Criminal culpability explains some disadvantageous treatment in state-offender interactions; yet offenders remain people, and ‘some mother’s child’, in Eva Kittay’s terms. Offending behaviour neither erases needs, nor fully excuses our responsibility for offenders’ needs. Caring is demanded in principle, recognising the offender’s personhood. Supporting offe…
What makes a response to schoolroom wrongs permissible
Howard’s moral fortification theory of criminal punishment lends itself to justifying correction for children in schools that is supportive. There are good reasons to include other students in the learning opportunity occasioned by doing right in response to wrong, which need not exploit the wrongdoing student as a mere means. Care ethics can facilitate restorative and problem-solving approaches to correction. However, there are overriding reason…
Introduction
This is an introduction to the Symposium on Nonparadigmatic Forms of Punishment. We explain what we mean by calling certain instances of punishment 'nonparadigmatic' and explain why nonparadigmatic punishments are of philosophical interest. We then introduce the contributions to the Special Issue and conclude by outlining directions that future research on nonparadigmatic punishment might take. We focus on three particular ways in which punishmen…
Caring and the Prison in Philosophy, Policy and Practice
Care appears prima facie antithetical to punishment. Since the overlaps between care and punishment are greater than we paradigmatically expect, care ethics offers a more accurate account of prisons: recognising and critiquing both dehumanising carceral violence, and the necessity, presence, and inadequacies of penal care, as well as unlocking ways of thinking differently about structural change without losing sight of individual issues. After in…
Non‐paradigmatic punishments
Much current penal philosophy has an unhelpful hyper‐focus on the criminal punishment of culpable adults, by states, often through imprisonment. This paradigmatic case is important, but other subjects, agents, and practices of punishment are not statistically insignificant side‐issues, and a comprehensive account of punishment should address them. Our understanding of punishment as a whole can be enhanced by considering non‐paradigmatic punishmen…
Criminology (5 works) · Psychology (5 works) · Social Psychology (5 works) · Law (4 works) · Political science (4 works) · Sociology (4 works) · Criminal Justice and Corrections Analysis (3 works) · Political Philosophy and Ethics (3 works) · Computer Science (2 works) · Criminal justice (2 works)