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Samenvatting theoretische criminologie en victimologie
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Samenvatting theoretische criminologie en victimologieInhoudsopgave
HOC1: De criminologie, een wetenschap........................................................................................................ 6
1.1. Inleiding: de criminologie en de wetenschap................................................................................................6
1.1.1. Criminologisch denken..........................................................................................................................6
1.1.2. Criminaliteit van alle tijden?..................................................................................................................6
1.1.3. Criminologie een sociale wetenschap?.................................................................................................6
1.1.4. Ontwikkeling van een discipline en haar problemen............................................................................7
1.1.5. Wetenschappelijk denken “Theorie”.....................................................................................................7
1.1.6. Klassieke premissen wetenschap..........................................................................................................7
1.1.7. Karakter en kenmerken.........................................................................................................................8
1.1.8. Wetenschap & “objectiviteit”................................................................................................................8
1.1.9. Wetenschap is........................................................................................................................................8
1.1.10. Wetenschappelijke kennis...................................................................................................................8
1.1.11. Normatieve structurerende principes.................................................................................................9
1.1.12. Immanuel Wallerstein: Opening the social sciences (1995)...............................................................9
1.1.13. Problemen van de criminology als wetenschap..................................................................................9
1.1.14. Criminologie en haar “crime-punishment” tunnel visie......................................................................9
1.1.15. Bianchi’s (1980) basismodellen (paradigma’s!).................................................................................10
1.1.16. Criminologisch denken begrijpen?....................................................................................................10
HOC2: klassieke school en Rational Choice Theory........................................................................................10
2.1. Reflecteer over wat jij denkt dat de oorzaken van criminaliteit zijn?.........................................................10
2.2. De klassieke school......................................................................................................................................11
2.2.1. Sociaal-maatschappelijke context.......................................................................................................11
2.2.2. Pre-klassieke periode: aanloop...........................................................................................................11
2.2.3. Intellectuele context -> Verlichtingsdenken........................................................................................12
2.2.4. Waarom klassiek?................................................................................................................................12
2.3. Ontwikkeling van klassiek (modern) strafrecht..........................................................................................13
2.3.1. Het tractaat..........................................................................................................................................13
2.3.2. Rechtsbeginselen (<-> rechtstaat!)......................................................................................................13
2.3.3. Afschrikking (en retributie) = centrale doelstelling.............................................................................14
2.4. Maar… Neo-klassiek denken.......................................................................................................................14
2.5. Debat: rationele mens?...............................................................................................................................14
2.6. Rational Choice perspectief (jaren ’80…)....................................................................................................15
2.6.1. Maatschappelijke context...................................................................................................................15
2.6.2. Intelectuele context.............................................................................................................................15
2.7. Criminologisch perspectief..........................................................................................................................15
2.7.1. Analyse scripiting <-> preventie..........................................................................................................15
2.8. Routine Activity Theorie (Cohen & Felson)..................................................................................................16
2.9. Criminologisch vicitimologisch perspectief.................................................................................................16
2.9.1. Criminologisch denkkader?.................................................................................................................16
2.9.2. Relevantie............................................................................................................................................16
2.10. Jeremy Bentham: The panopticon = The inspection house.......................................................................17
2.10.1. Historisch naar de “modern” straf?...................................................................................................17
2.10.2. Het panopticon..................................................................................................................................17
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, 2.11. Michel Foucault: surveiller et punir (1975)...............................................................................................18
HOC3: De positivistische school.................................................................................................................... 18
3.1. Maatschappelijke context 1800-1914.........................................................................................................19
3.2. Intellectuele context....................................................................................................................................19
3.3. Een positivistisch criminologisch perspectief (overzicht)............................................................................19
3.4. Positivisme...................................................................................................................................................20
3.4.1. Auguste Comte (1789-1858)................................................................................................................20
3.4.2. Quetelet en zijn sociale fysica.............................................................................................................20
3.4.3. Antropologie, antropometrie, fysionomie, frenologie........................................................................21
3.4.4. Evolutieleer..........................................................................................................................................22
3.4.5. Sociaal Darwinisme..............................................................................................................................22
3.5. De Italiaanse school....................................................................................................................................23
3.5.1. Cesare Lombroso (1835-1909)............................................................................................................23
3.5.2. Enrico Ferri (1852-1934)......................................................................................................................24
3.5.3. Raffaele Garofalo (1856-1929)............................................................................................................25
3.6. De Franse school.........................................................................................................................................25
3.6.1. Alexandre Lacassagne..........................................................................................................................26
3.7. Positivisme in de 20ste eeuw........................................................................................................................26
3.7.1. Biologisch positivisme..........................................................................................................................26
3.7.2. Psychologisch positivisme...................................................................................................................28
3.7.3. Sociologisch positivisme......................................................................................................................28
3.7.4. Erfenis van het positivisme..................................................................................................................28
3.7.5. Vergelijking met Klassieke denkers.....................................................................................................29
3.8. Welke vragen stelt dit perspectief?.............................................................................................................29
3.9. Beleidsimplicaties........................................................................................................................................30
3.10. 2de helft 20ste eeuw ontwikkeling...............................................................................................................30
3.11. Evaluatie....................................................................................................................................................30
HOC4: De Chicago school 1892..................................................................................................................... 31
4.1. Sociale ecologie en desorganisatie.............................................................................................................31
4.1.1. Maatschappelijke context...................................................................................................................31
4.1.2. Intellectuele context............................................................................................................................31
4.1.3. Perspectief? (Van de Chicago school, bestaat uit deze 4 punten)......................................................32
4.2. De Chicago school.......................................................................................................................................36
4.3. Evaluatie......................................................................................................................................................37
4.4. Hedendaagse relevantie..............................................................................................................................37
4.5. Beleidsimplicaties........................................................................................................................................37
4.6. Welke vragen stelt dit perspectief?.............................................................................................................37
HOC5: Anomie en strain benadering............................................................................................................. 37
5.1. Maatschappelijke context...........................................................................................................................38
5.2. Intelectuele context.....................................................................................................................................38
5.3. Anomie?......................................................................................................................................................38
5.3.1. Robert K. Merton (1910-2003)............................................................................................................39
5.3.2. Perspectief...........................................................................................................................................39
5.4. Anomie........................................................................................................................................................41
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, 5.5. Anomietheorie.............................................................................................................................................41
5.6. Welke vragen stelt dit perspectief?.............................................................................................................42
5.7. Hedendaagse criminologische relevantie...................................................................................................42
HOC5: Subcultuur denken............................................................................................................................ 43
5.1. Maatschappelijke context...........................................................................................................................43
5.2. Intellectuele context....................................................................................................................................43
5.3. Delinquent Boys: The Culture of the Gang (1955).......................................................................................44
5.3.1. “Hoe ontstaan criminele subculturen?”..............................................................................................44
5.4. Delinquency and opportunity (1960), Differentiële opportuniteitsdenken.................................................44
5.4.1. “Hoe ontstaan verschillende soorten subculturen?”..........................................................................44
5.5. Andere subcultuur perspectieven................................................................................................................45
5.5.1. Walter B. Miller (1920-2004)...............................................................................................................45
5.5.2. De subcultuur van geweld...................................................................................................................46
5.6. Welke vragen stelt dit perspectief?.............................................................................................................46
5.7. Beleidsimplicaties........................................................................................................................................46
5.8. Evaluatie subcultuur denken.......................................................................................................................47
HOC6: Labelling denken............................................................................................................................... 47
6.1. Maatschappelijke context, Jaren 1960.......................................................................................................47
6.2. Intellectuele context....................................................................................................................................48
6.3. Belang: Symbolisch interactionisme...........................................................................................................48
6.4. Een nieuw perspectief op “criminaliteit”.....................................................................................................49
6.4.1. Crime and the Community (1938).......................................................................................................49
6.4.2. Frank Tannenbaum’s denken..............................................................................................................50
6.5. Labeling als resultaat van een maatschappelijke reactie...........................................................................50
6.5.1. Outsiders, Studies in the sociology of deviance (1963).......................................................................50
6.6. Labeling als oorzaak van deviantie.............................................................................................................51
6.6.1. Hoe leidt labeling tot deviantie?.........................................................................................................51
6.6.2. Human Deviance, Social Problems, and Social Control (1967)...........................................................51
6.6.3. Van primaire naar secundaire deviantie (Lemert, 1951: 77)..............................................................51
6.7. Labelling......................................................................................................................................................52
6.8. Labelingtheorie............................................................................................................................................52
6.9. Beleidsimplicaties........................................................................................................................................53
6.10. Evaluatie labelling denken........................................................................................................................53
6.11. Waarom zo belangrijk?.............................................................................................................................54
6.12. Labelling argument & vraagstelling..........................................................................................................54
6.13. Welke criminologische vragen stelt dit perspectief?................................................................................54
6.14. Extra video.................................................................................................................................................54
HOC7: Criminaliteit leren............................................................................................................................. 56
7.1. Differentiële associatie (organisatie) theorie (1939-1947).........................................................................56
7.1.1. Maatschappelijk historische context...................................................................................................56
7.1.2. Intelectuele context.............................................................................................................................57
7.1.3. Sutherland’s theorie............................................................................................................................57
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, 7.1.4. Wat is differentiële associatie?............................................................................................................57
7.1.5. Wat is differentiële sociale organisatie?.............................................................................................58
7.1.6. Differentiële associatie theorie (opsomming).....................................................................................58
7.1.7. “Slechte vrienden” theorie?................................................................................................................58
7.1.8. Hedendaagse relevantie......................................................................................................................59
7.2. Sociale leertheorie.......................................................................................................................................59
7.2.1. Maatschappelijke context jaren 1960.................................................................................................59
7.2.2. Intellectuele context............................................................................................................................59
7.2.3. Operante conditionering.....................................................................................................................60
7.2.4. Operant leren vs sociaal leren.............................................................................................................60
7.3. Differentiële bekrachtigingstheorie.............................................................................................................61
7.3.1. Differentiële bekrachtiging..................................................................................................................61
7.4. Een interdisciplinaire criminaliteitstheorie.................................................................................................62
7.5. Sociale leertheorie.......................................................................................................................................62
7.5.1. Sociale leertheorie (Akers)..................................................................................................................62
7.5.2. Sociale leertheorie (algemeen, Major points p. 189 handboek).........................................................63
7.5.3. Sociaal leren denkkader?.....................................................................................................................64
7.6. Relevantie....................................................................................................................................................64
7.7. Welke vragen stelt dit perspectief?.............................................................................................................64
7.8. Beleidsimplicaties........................................................................................................................................64
HOC8: Sociale controle perspectief............................................................................................................... 64
8.1. Maatschappelijke context, Jaren 1970.......................................................................................................65
8.2. Intellectuele context....................................................................................................................................65
8.3. Sociale controle perspectieven....................................................................................................................66
8.3.1. Emile Durkheim (19de eeuw)................................................................................................................66
8.3.2. Albert J. Reiss (1951)...........................................................................................................................66
8.3.3. Walter Reckless (jaren ’50)..................................................................................................................66
8.3.4. Gresham Sykes & David Matza (jaren ’50-’60)....................................................................................67
8.3.5. Travis Hirschi (1935-2017): Causes of Delinquency (1969).................................................................68
8.4. Sociale binding? Opgebouwd doorheen socialisatie...................................................................................69
8.5. Sociale controle?........................................................................................................................................69
8.6. Sociale controle <-> sociale binding...........................................................................................................69
8.7. Algemene criminaliteitstheorie..................................................................................................................70
8.8. Welke (onderzoeks)vragen stelt dit perspectief?.......................................................................................70
8.9. Epiloog…......................................................................................................................................................71
8.10. Classificatie?.............................................................................................................................................71
8.11. Kritisch?....................................................................................................................................................71
HOC9: Radicale(re) perspectieven in criminologisch denken.........................................................................72
9.1. “Theft was the most primitive form of protest” – F. Engels........................................................................72
9.2. Deviant gedrag............................................................................................................................................73
9.3. De criminogene samenleving, Conflict denken...........................................................................................74
9.3.1. Kapitalisme als “criminogene” maatschappij......................................................................................74
9.4. Maatschappelijke context...........................................................................................................................74
9.5. Intelectuele context.....................................................................................................................................74
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