In response to a growing human trafficking problem and domestic and international pressure, human trafficking and the use of slave labor were first criminalized in Russia in 2003. In Trafficking Justice, Lauren A. McCarthy explains why Russian police, prosecutors, and judges have largely ignored this new weapon in their legal arsenal, despite the fact that the law was intended to make it easier to pursue trafficking cases.Using a combination of interview data, participant observation, and an original dataset of more than 5,500 Russian news media articles on human trafficking cases, McCarthy explores how trafficking cases make their way through the criminal justice system, covering multiple forms of the crime—sexual, labor, and child trafficking—over the period 2003–2013. She argues that to understand how law enforcement agencies have dealt with trafficking, it is critical to understand how their "institutional machinery"—the incentives, culture, and structure of their organizations—channels decision-making on human trafficking cases toward a familiar set of routines and practices and away from using the new law. As a result, law enforcement often chooses to charge and prosecute traffickers with related crimes, such as kidnapping or recruitment into prostitution, rather than under the 2003 trafficking law because these other charges are more familiar and easier to bring to a successful resolution. In other words, after ten years of practice, Russian law enforcement has settled on a policy of prosecuting traffickers, not trafficking.
This book explains how field research contributes value to political science by exploring scholars' experiences, detailing exemplary practices, and asserting key principles.
No child should have to be identified as “gifted” in order to benefit from a rich, challenging learning experience. In Every Child's Right, the authors tell an important story of possibility...the possibility for significant academic achievement and intellectual engagement of children and youth across race, ethnicity, and social class. They show us students learning together, sharing interests and aspirations, and accomplishing more than might seem possible. This is not an account of all our children developing academic talent. Instead, it is a blend of theory and very concrete educational practice with compelling visions of greater possibilities, more broadly distributed, for the academic education of American youth. Advocating for a different, inclusive view of academic talent, this valuable book: Broadens the concept of academic talent beyond conventional practices and provides examples from a long-standing program to illustrate this new concept. Describes practices that have been successful with elementary students as well as high school students preparing to enter college. Offers compelling portraits of real children delighting in intellectually demanding and engaging learning. Identifies what is required of society and schools to offer these opportunities to all children in all classrooms.
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