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Helen Brown Coverdale
University College London
  1.  37
    Punishing with Care: Treating Offenders as Equal Persons in Criminal Punishment.Helen Brown Coverdale - 2013 - Dissertation, The London School of Economics and Political Science
    Most punishment theories acknowledge neither the full extent of the harms which punishment risks, nor the caring practices which punishment entails. Consequently, I shall argue, punishment in most of its current conceptualizations is inconsistent with treating offenders as equals qua persons. The nature of criminal punishment, and of our interactions with offenders in punishment decision-making and delivery, risks causing harm to offenders. Harm is normalized when central to definitions of punishment, desensitizing us to unintended harms and obscuring caring practices. Offenders (...)
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  2.  9
    Introduction: Nonparadigmatic Punishments.Helen Brown Coverdale & Bill Wringe - 2021 - Journal of Applied Philosophy 38 (3):357-365.
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  3.  16
    Caring and the Prison in Philosophy, Policy and Practice: Under Lock and Key.Helen Brown Coverdale - 2021 - Journal of Applied Philosophy 38 (3):415-430.
    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 introducing care ethics and evidencing the presence of caring practices in present prisons, the article considers how we (...)
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  4. What Makes a Response to Schoolroom Wrongs Permissible?Helen Brown Coverdale - 2020 - Theory and Research in Education 18 (1):23-39.
    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 reasons against doing so when this stigmatises the wrongdoing student, since this inhibits their learning. Responses that (...)
     
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  5.  18
    Punishment and Welfare: Defending Offender’s Inclusion as Subjects of State Care.Helen Brown Coverdale - 2018 - Ethics and Social Welfare 12 (2):117-132.
    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 offenders may amplify welfare resources: equipping offenders to provide self-care; to meet caring responsibilities; and enabling offenders’ contribution to shared social life, by providing support and furthering (...)
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