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SOC6406H Sociology of Crime and Law II : Punishment on the ‘Margins’ of the State

Fall 2020: Mondays : 4-6 p.m. Seminar Room: SOC 240

________________________________________________________________________

Gail Super Assistant Professor

Department of Sociology, Rm. 250

Gail.super@utoronto.ca

Office Hours: By appointment

Course Website: See Quercus

Course Description

The term “punishment” generally connotes the lawful exercise of state power after a finding of

guilt in a criminal court. This course examines punishment in ‘marginal’ spaces and punishments

that take place outside of the formal criminal justice system. We will analyse various types of

unlawful, but nonetheless legitimate, ‘non state’ led ‘penal phenomena’ as well as state imposed

punitive forms of control such as administrative detention, park exclusion orders, and onerous

‘punishment-like’ bail conditions. All of these entail various forms of punitive spatiotemporal

restrictions and, as such, our discussions will focus on punishment as a ‘bordered’ process –

highlighting its spatial, institutional, and jurisdictional boundaries. We will draw on an eclectic

range of literature - including from the fields of punishment and society, border criminology,

carceral and legal geography, vigilantism, and critical bordering studies. In doing so we will link

our discussions to debates about the relationships between legitimate (and illegitimate) forms of

public authority, violence, order, and penal power.

Course Outcomes: - Analytical skills: Students will hone their analytical skills by reading, commenting on and

using a variety of interdisciplinary scholarly sources in order to analyse punishment as a

sociological phenomenon which is imposed beyond the criminal courts.

- Facilitating skills: Students will enhance their seminar facilitation skills by leading at least

one seminar.

- Informal intellectual discussion skills: students will enhance their discussion skills

through participating in seminar and online discussions.

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- Critical writing skills: Students will develop their critical writing skills through different

writing modalities– brief responses to readings, brief replies to colleagues’ responses, and

sustained development of argument in an essay.

Evaluation components ASSIGNMENTS

COMPONENT

DESCRIPTION

DATE DUE

(DD/MM/YY)

RELATIVE

WEIGHT

1. 6 Discussion

Board Postings

See below Ongoing 12

2. 6 sets of

responses

See below Ongoing 12

3. 2 guest lecture

responses

See below TBA 6

4. Seminar

facilitation

See below Ongoing 20

5. Participation

See below Ongoing 5

6. Outline or

Abstract

See below 2 November 5

7. Essay

See below 30 November 40

1. Discussion Board Postings – 12 points (2 x 6)

Students are expected to write six discussion posts during the course of the semester.

WHAT: Posts should take the form of reactions to the week’s readings. Each post must be no

longer than 400-500 words. They must discuss topics or questions arising from the readings and/or

address specific questions or issues which I will flag in advance. You can use them to raise

questions about confusing passages, to criticize controversial claims, to make connections across

readings, highlight important themes, and/or or to develop new ideas. Think of these posts as

writing and thinking exercises rather than as finished products. I do not expect them to be polished,

but I will be looking for evidence of thinking and engaging with the readings, by you. The idea is

to get you into the habit of writing and recording your thoughts about the readings. These posts

must be uploaded PRIOR to reading anyone else’s posts because they represent your original

thoughts. You cannot submit a discussion board posting for a week that we have already

discussed - your posting must be submitted before the seminar where we discuss the material

that you are posting about. Details to follow.

HOW: Submit via Quercus in the thread and NOT as an attached file.

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WHEN: You must post your reactions by 5 p.m. on the Thursday before the seminar. This is a

hard deadline, to enable response posts (see below) by other students. You will not get credit

for posts uploaded after the deadline.

2. Response Postings - 12 points (2 x 6)

Students are expected to write a minimum of 6 response postings.

WHAT : Choose at least two discussion posts from the same week and write a brief response to

each. Each response counts one point. The responses can be short, around 250 words – they may

be longer as well – but they should make some substantive engagement with at least two discussion

postings (other than your own). If you can see that a post already has a response then respond

to some other post which does not. I will be looking for evidence of actual thinking and engaging

with the posts to which you are responding. The idea is to create a community of scholars. There

is no post or response which is not worth responding to – whether or not you agree with it. All

dialogue must be respectful (details to follow).

HOW: Submit via Quercus in the thread and NOT as an attached file.

WHEN: You must post your response postings by noon on the day of the seminar. This is a hard

deadline to enable the seminar presenter and/or the instructor to get a sense of how to structure the

discussion, what the issues are, what the main questions are etcetera. You will not get credit for

posts uploaded after the deadline.

3. Two guest lecture responses– 6 points (3 x 2)

WHAT : We will have two guest lectures during the course of the semester. Listen carefully to

what the lecturer is saying, hone in on the nuances and tenor of their lectures. Think about what

they are arguing and what they are emphasizing. Craft a response to the lecture, taking into account

the readings, the subsequent discussion, and how this made you reappraise (or not) your initial

reaction towards the material. As with the discussion posts I do not expect these to be polished,

but I will be looking for evidence of actual thinking and engaging with the lecture and the

discussion. You may post a discussion post; your set of response posts; and a guest lecture response

in the same week (i.e. in relation to one seminar or one set of readings) but you may also separate

them out. Details to follow.

HOW: Submit via Quercus in the Discussion Board thread and NOT as an attached file.

WHEN: You must post your response by 10 p.m. on the evening of the lecture. This is a hard

deadline to enable you to process your thoughts and respond while the discussion is still fresh in

your mind. You will not get credit for responses uploaded after the deadline.

4. Seminar facilitation: 20 points

WHAT: Each week one student (or perhaps two depending on enrolment) will lead a discussion

on a regular session’s topic after I have given a brief lecture. Plan to make a 30 minute in-class

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presentation about the week’s readings, raise critical questions, and set forth topics for discussion.

The presentation is not to be a summary of the readings but instead an in depth engagement with

them. You will then gather additional comments about the presentation and reaction posts from

other class participants as a catalyst for further discussion. I will mark your presentation primarily

on your ability to critically engage with the readings (and your classmates’ reactions) and set the

stage for a quality and in depth discussion that uses the texts as the departure point for the

discussion. Details to follow.

HOW: One week in advance you must furnish me with a skeletal outline or facilitation plan,

including excerpts and page numbers from the readings, around which you will frame your

discussion. This means that you will have to have read the material at least 8 days in advance of

the date on which you are facilitating. The outline will count 5 points out of the total of 20. If you

do not submit one then you will lose the 5 points.

WHEN: You must sign up online in Week One. Sign up is on a first come first serve basis.

5. Participation : 5 points

This is not about who talks the most during seminars. I value quality (such as when students make

comments that stay close to the text) over quantity. I understand that some of you may be reluctant

to talk during class, particularly early on in the course. Feel free to come to my virtual office hours

and talk over any of the readings or your assignments. I consider this to be “engagement” with the

course and will take it into consideration when determining this part of your grade. Posting more

than the minimum amount of responses is another form of engagement. So too, is sharing

something on the discussion board which you think is relevant. This may take the form of a blog

post, a tweet, a newspaper article, a song, or a poem etc. You must briefly explain why you are

sharing it - “I’m sharing this song because it has a good beat” won’t quite suffice. I am happy to

talk with you at any point during the semester to give you my thoughts on your course engagement.

Students who miss more than one seminar during the term will lose one mark (out of the five) per

additional seminar missed. Details to follow.

6. Outline or Abstract: 5 points

WHAT: The purpose of this assignment is to give you a low stakes opportunity to think about

your final essay. What are your top two areas of interest? What is your research question (even if

it is a rough question); or what are your top two questions that you want to explore further? What

will you be arguing? Discuss at least some of the literature which you plan to (even if only

tentatively) draw on in your essay. This should be no longer than two double spaced pages TNR

12. It can also take the form of an abstract – in which case it should be no longer than 1000 words.

Details to follow.

HOW: Your outline or abstract must be submitted on Quercus. Make an appointment to discuss

your ideas with me before you do this - by no later than Friday 23 October.

WHEN: 3 p.m. on 2 November. Late penalty: 2 % per day. Submissions that are more than 7 days

late will not be accepted.

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7. Essay: 40 points

WHAT: Students must submit a 5000 word (20 pages TNR double spaced) Essay. You have a

large degree of freedom for your final paper : the idea is that it will serve as a basis for your further

research and/or be useful to your own scholarship. The Essay must draw on the course themes

and/or assigned and supplemental readings as a point of departure. In other words, you must

engage with some of the issues or questions raised during the course and in the readings. Your

Essay may take the form of a 1) critical literature review which discusses a specific question or

issue raised in the course; 2) a research proposal pertaining to a course theme, or 3) a research

paper on some aspect of punishment, broadly construed. It could also take some other form – as

long as you discuss your idea with me beforehand. A critical literature review must incorporate

readings from the required and supplemental reading list plus additional sources relevant to the

topic, and it must be geared towards a specific angle, issue, or question - related to the course

themes. The research proposal must include a literature review, a statement of research questions,

and a detailed methods section outlining how data will be collected and analyzed. The research

paper must involve an investigation of a relevant topic and will normally incorporate original

research around a specific research question and speak to the literature that you draw on and refer

to in your paper. Details to follow.

HOW: via Quercus. Further details about Turnitin to follow.

WHEN: 3 p.m. on 30 November. Late penalty: 2 % per day. Submissions that are more than 7

days late will not be accepted.

Academic Integrity

Copying, plagiarizing, falsifying medical certificates, or other forms of academic misconduct

will not be tolerated. Any student caught engaging in such activities will be referred to the

Dean’s office for adjudication. Any student abetting or otherwise assisting in such misconduct

will also be subject to academic penalties. Students are expected to cite sources in all written

work and presentations. See this link for tips for how to use sources well:

(http://www.writing.utoronto.ca/advice/using-sources/how-not-to-plagiarize).

According to Section B.I.1.(e) of the Code of Behaviour on Academic Matters it is an offence "to

submit, without the knowledge and approval of the instructor to whom it is submitted, any

academic work for which credit has previously been obtained or is being sought in another

course or program of study in the University or elsewhere."

By enrolling in this course, you agree to abide by the university’s rules regarding academic

conduct, as outlined in the Calendar. You are expected to be familiar with the Code of Behaviour

on Academic Matters (http://www.artsci.utoronto.ca/osai/The-rules/code/the-code-of-behaviour-

on-academic-matters) and Code of Student Conduct

(http://www.viceprovoststudents.utoronto.ca/publicationsandpolicies/codeofstudentconduct.htm)

which spell out your rights, your duties and provide all the details on grading regulations and

academic offences at the University of Toronto. Normally, students will be required to submit

their course essays to Turnitin.com for a review of textual similarity and detection of possible

plagiarism. In doing so, students will allow their essays to be included as source documents in

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the Turnitin.com reference database, where they will be used solely for the purpose of detecting

plagiarism. The terms that apply to the University's use of the Turnitin.com service are described

on the Turnitin.com web site.

Accessiblity Services

It is the University of Toronto's goal to create a community that is inclusive of all persons and

treats all members of the community in an equitable manner. In creating such a community, the

University aims to foster a climate of understanding and mutual respect for the dignity and worth

of all persons. Please see the University of Toronto Governing Council “Statement of

Commitment Regarding Persons with Disabilities” at

http://www.governingcouncil.utoronto.ca/Assets/Governing+Council+Digital+Assets/Policies/P

DF/ppnov012004.pdf. In working toward this goal, the University will strive to provide support

for, and facilitate the accommodation of individuals with disabilities so that all may share the

same level of access to opportunities, participate in the full range of activities that the University

offers, and achieve their full potential as members of the University community. We take

seriously our obligation to make this course as welcoming and accessible as feasible for students

with diverse needs. We also understand that disabilities can change over time and will do our

best to accommodate you. Students seeking support must have an intake interview with a

disability advisor to discuss their individual needs. In many instances it is easier to arrange

certain accommodations with more advance notice, so we strongly encourage you to act as

quickly as possible. To schedule a registration appointment with a disability advisor, please visit

Accessibility Services at http://www.studentlife.utoronto.ca/as, call at 416-978-8060, or email at:

accessibility.services@utoronto.ca. The office is located at 455 Spadina Avenue, 4th Floor, Suite

400. Additional student resources for distressed or emergency situations can be located at

distressedstudent.utoronto.ca; Health & Wellness Centre, 416-978-8030,

http://www.studentlife.utoronto.ca/hwc, or Student Crisis Response, 416-946-7111.

Equity and Diversity Statement

The University of Toronto is committed to equity and respect for diversity. All members of the

learning environment in this course should strive to create an atmosphere of mutual respect. As a

course instructor, I will neither condone nor tolerate behaviour that undermines the dignity or

self-esteem of any individual in this course and wish to be alerted to any attempt to create an

intimidating or hostile environment. It is our collective responsibility to create a space that is

inclusive and welcomes discussion. Discrimination, harassment and hate speech will not be

tolerated. Additional information and reports on Equity and Diversity at the University of

Toronto is available at http://equity.hrandequity.utoronto.ca.

Mode of Instruction

Course delivery will be dual – students are expected to attend in-person seminars in Room 240 or

to attend remotely and synchronously via Zoom. In other words, students are expected to attend

seminars, whether virtually or in person. While the latter option is preferable (for pedagogical

reasons), if students choose the synchronous online option, they must register for each lecture in

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advance, by no later than Sunday 5 p.m. If students do not register for the online option then I

will assume that the in-person option has been chosen. Students must register for a Zoom

account using their UTORid and password (Web Portal Login: https://utoronto.zoom.us). During

the course of the semester, depending on the circumstances, I may make changes to the course

delivery mode.

Course Schedule and Class Seminar Details

September 14: Overview of course.

Black D. (1983) Crime as social control. American Sociological Review 48(1): 34–45.

Hannah-Moffat K. and Lynch M. (2012) Theorizing punishment’s boundaries: An introduction.

Theoretical Criminology. 16(2): 119–121

Zedner L. (2016) Penal subversions: When is a punishment not punishment, who decides on

what grounds. Theoretical Criminology. 20(1): 3–20.

Further Reading

Carvalho, H. Chamberlen, A. Duff, D. (2019) Introduction to the Special Issue on the Problem of

Punishment: Renewing Critique. Social & Legal Studies. 28(1) 3–9.

Mitchell T (1991). The limits of the state: Beyond statist approaches and their critics. American

Political Science Review. 85: 77-96.

Myers N. (2019) “Jailers in the Community”: Responsibilizing Private Citizens as Third-party

Police. Canadian Journal of Criminology. 61(1): 66-85.

Robinson G. (2016) The Cinderella complex: Punishment, society and community sanctions.

Punishment & Society. 18(1) :95–112.

Rubin A. and Phelps, M. (2017) Fracturing the penal state: State actors and the role of conflict in

penal change. Theoretical Criminology.21(4): 422–440.

September 21: Penal Power and Penal Excess

Garland D. (2005) 'Penal excess and surplus meaning: Public torture lynchings in twentieth-

century America.' Law and Society Review. 39 (4): 793-834.

Mbembe A. (1992) Provisional Notes on the Postcolony. Africa. 62(1): 3-37.

Thomas, D. (2011) Exceptional Violence Embodied Citizenship in Transnational Jamaica. Duke

University Press. Chapter 3 only (Spectacular Bodies).

Further Reading

Brown, M. (2017) Postcolonial penality: Liberty and repression in the shadow of independence,

India c. 1947. Theoretical Criminology. 21(2): 186–208.

Garland D. (2018) Penal power in America: Forms, functions and foundations. Journal of the

British Academy. 5(1):3-5.

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Lenta M. (2008) Sentencing Slaves: Verdicts of the Cape Courts, 1705-1794 Author(s): English

in Africa. 35 (2): 35-51.

September 28 : Punishment, Revolutionary Justice, and State Formation

Dudai R. (2018) 'Underground penality: The IRA's punishment of informers'. Punishment and

Society 20(3): 375-395.

Buur L. (2003) Crime and Punishment on the Margins of the Postapartheid State. Anthropology

and Humanism. 28(1): 23-42

Kynoch G. and Alexander J. ( 2011) Introduction: Histories and Legacies of Punishment in

Southern Africa. Journal of Southern African Studies. 37(3): 395-413.

Further Reading

Allison J. (1990) In search of revolutionary justice in South Africa. International Journal of the

Sociology of Law. 18: 409–428.

Crais C. (1998) Of men, magic, and the law: Popular justice and the political imagination in

South Africa. Journal of Social History 32: 49–72.

Merry S. (1993). Sorting out Popular Justice, in Merry, S., & N. Milner, eds., The Possibility of

Popular Justice: A Case Study of Community Mediation in the United States, Ann Arbor:

University of Michigan Press.

Merry S. (1988) Legal pluralism. Law and Society Review. 22: 869–896.

Super, G. (2017) What’s in a name and why it matters: A historical analysis of the relationship

between state authority, vigilantism and penal power in South Africa. Theoretical Criminology.

21(4) 512– 53.

October 5 : Punitiveness

Carvalho H. and Chamberlen A. (2018) Why punishment pleases: Punitive feelings in a world of

hostile solidarity. Punishment and Society. 20(2): 217–234.

Hamilton C. (2014): Reconceptualizing Penality Towards a Multidimensional Measure of

Punitiveness. British Journal of Criminology. (2014) 54, 321–343.

Mbembe A. (2003) Necropolitics. Public Culture. 15(1): 11-40.

Further Reading

Dubber M. (2006) The Sense of Justice: Empathy in Law and Punishment. New York: New York

University Press.

Garfinkel H. (1956) Conditions of successful degradation ceremonies. American Journal of

Sociology. 61(5): 420–424.

Kelly E. (2018). The Limits of Blame, Rethinking Punishment and Responsibility. Cambridge,

London: Harvard University Press.

Mead G. (1918) The Psychology of Punitive Justice. American Journal of Sociology,23(5): 577-

576.

Reeves C. (2019) What Punishment Expresses. Social & Legal Studies 28(1) :31–57.

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Super G. 2020 Punitive welfare on the margins of the state : narratives of punishment and

(in)justice in Masiphumelele. Social and Legal Studies, 2020.

October 12 – Holiday: No Seminar

October 19 : Bordering, Sovereign Power, and ‘Periphractic Marginalization’

Kyed H. (2019) Provisional police authority in Maputo’s inner-city periphery Society and Space

0(0): 1–19. DOI: 10.1177/0263775819865553.

Andersson R. (2014) Hunter and Prey: Patrolling Clandestine Migration in the Euro-African

Borderlands Anthropological Quarterly. 87 (1):119-150.

Razack J. (2014) ‘It happened more than once’: Freezing deaths in Saskatchewan. Canadian

Journal of Woman and the Law. 26(1): 51–80.

Further Reading

Mamdani M. (1996) Citizen and Subject: Contemporary Africa and the Legacy of Late

Colonialism. Cape Town: David Philip.

Casas M. Cobarrubias S. Pickels J. (2010) Stretching Borders Beyond Sovereign Territories?

Mapping EU and Spain’s Border Externalization Policies. Geopolítica(s). 2 (1): 71-90

Williams K. and Mountz A. (2018) Between Enforcement and Precarity: Externalization and

Migrant Deaths at Sea. International Migration. 56 (5) : 75-89.

Hansen T. and Stepputat F. (2005) Introduction: On empire and sovereignty. In: Hansen TB and

Stepputat F (eds) Sovereign Bodies: Citizens, Migrants, and States in the Postcolonial World.

Princeton: Princeton University Press, pp. 9–37.

October 26 (drop deadline) Carceral space

Moran D. Turner J. & Schliehe A. (2018) Conceptualizing the carceral in carceral geography.

Progress in Human Geography. 42(5): 666–686.

Jensen S. (2020). Afterword The Urban and the Carceral. The Cambridge Journal of

Anthropology. 38(1): 140-145.

Nieftagodien Noor. 2017.“Life in South Africa’s Hostels: Carceral Spaces and Places of

Refuge.” Dwelling, 37 (3): 427 – 436.

Further Reading

McKittrick K. (2011): On plantations, prisons, and a black sense of place. Social & Cultural

Geography. 12:8, 947-963.

Yiftachel O. 2009. Critical Theory and ‘Gray Space’: Mobilisation of the Colonised. City. 13(2-

3):246-263

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Rodgers D. (2019) Urban Anti-politics and the Enigma of Revolt: Confinement, Segregation, and

(the Lack of) Political Action in Contemporary Nicaragua. Ethnos. 84 (1): 56-73.

November 2 (Abstract due):Jurisdiction, Scale and Legal Pluralism (Guest Lecture:

Professor Mariana Valverde)

Sylvestre M. Damon W. & Blomley N. (2015). Spatial Tactics in Criminal Courts and the

Politics of Legal Technicalities. Antipode. 47 (5) : 1346–1366

Valverde M. 2009 Jurisdiction and Scale: Legal ‘Technicalities' as Resources for Theory. Social

& Legal Studies. 18: 139

Valverde M (2008) Analyzing the governance of security: Jurisdiction and scale. Behemoth: A

Journal on Civilisation. 1: 3–15.

Further Reading

Sylvestre M. Blomley N. & Bellot C. (2020) Red Zones: Criminal Law and the Territorial

Governance of Marginalized People. Cambridge University Press, 2020.

de Sousa Santos B. (1987). Law: A Map of Misreading. Toward a Postmodern Conception of Law.

Journal of Law and Society.14:3: 279-302.

Landau L. (2019). Chronotope of Containment Development: Europe’s Migrant Crisis and

Africa’s Reterritorialisation. Antipode. 51(1): 169–186.

November 8 Reading week : No seminar

November 16 Punishing mobility (Guest Lecture Dr. Ana Ballesteros Pena)

Bosworth M. Franko K & Pickering S. (2018) Punishment, globalization and migration control:

‘Get them the hell out of here’. Punishment & Society. 20(1) 34–53.

Aas K (2014) Bordered penality: Precarious membership and abnormal justice. Punishment &

Society. 16(5): 520–541.

Bosworth M. (2019) ‘Immigration Detention, Punishment and the Transformation of Justice’.

Social and Legal Studies. 28(1) 81-99.

Further Reading

Barker V. (2017) Penal power at the border: Realigning state and nation. Theoretical Criminology

21(4): 441– 457.

Campesi G. (2019) Genealogies of Immigration Detention: Migration Control and the Shifting

Boundaries Between the ‘Penal’ and the ‘Preventive’ State. 1:22. DOI:

10.1177/0964663919888275

Tazzioli M. (2018) Containment through mobility: migrants’ spatial disobediences and the

reshaping of control through the hotspot system. Journal of Ethnic and Migration Studies 44 (16):

2764–2779.

November 23 – Banishment

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Beckett K. & Herbert S. (2010). Penal Boundaries: Banishment and the Expansion of

Punishment. Law & Social Inquiry, 35(1), 1-38.

Roy A. (2019). Racial Banishment. In Keywords in Radical Geography: Antipode at 50

(eds Antipode Editorial Collective, T. Jazeel, A. Kent, K. McKittrick, N. Theodore, S. Chari, P.

Chatterton, V. Gidwani, N. Heynen, W. Larner, J. Peck, J. Pickerill, M. Werner and M.W.

Wright). doi:10.1002/9781119558071.ch42.

Super G. (2020). 'Three warnings and you're out': Banishment and precarious penality in South

Africa's informal settlements. Punishment and Society. 22(1): 48-69.

Further Reading

Beckett K. and Herbert S. (2010) Banished. The New Social Control in Urban America.

Oxford/New York: Oxford University Press.

Mitchell K. (2009) Pre-Black Futures. Antipode 41(S1): 239–261.

Roy, A. (2017). Dis/possessive collectivism: Property and personhood at city’s end.

Geoforum (80) : 1-1.

Goodman N. (2012) Banished. Common Law and the Rhetoric of Social Exclusion in Early New

England. Philadelphia: University of Pennsylvania Press.

November 30 (Essay Due) : Lynching in peripheralised spaces

Goldstein D (2003) "In our own hands": Lynching, justice, and the law in Bolivia.

Orock R. (2014). Crime, in/security and mob justice: the micropolitics of sovereignty in

Cameroon. Social Dynamics.40 (2): 408–428.

Snodgrass Godoy. A. (2006) Popular Injustice, Violence, Community and the Law in Latin

America. Stanford University Press, Stanford: California. Preface and Chapter One.

Further Reading

Burrell J. and Weston G. Lynching and Post-War Complexities in Guatamala. In Pratten D. and

Sen A. eds Global Vigilantes. New York: Columbia University Press. 371-392.

Cooper-Knock S. J. (2014). Policing in intimate crowds: Moving beyond ‘the mob’ in South

Africa. African Affairs, 113(453), 563-582.

Krupa C. (2009) Histories in Red: Ways of Seeing Lynching in Ecuador American Ethnologist.

36(1): 20-39.

Rush Smith N. (2019) Contradictions of Democracy: Vigilantism and Rights in Post-Apartheid

South Africa. Oxford: Oxford University Press.

Santamaria G. (2017) Lynching, Religion, and Politics in Twentieth-Century Puebla. In Pfeifer,

M. (ed) Global Lynching and Collective Violence. Vol 2 Americas and Europe. Urbana, Chicago,

Springfield: University of Illinois Press.

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Sen A. (2008) Everyday and Extraordinary Violence: Women vigilantes and raw justice in the

Bombay Slums. In Pratten D. and Sen A. eds Global Vigilantes. New York: Columbia University

Press. 69-92.