Intro; Abstract; Preface; Contents; Prologue; 1 Introduction; Bibliography; 2 Working Premises and Methods: Discriminatory Practices of Youth Justice as Epistemology; Introduction; The Mixed Youth-Justice Model in Belgium; The Social Organisation of Youth Justice; Disparity Studies and 'Folk Concepts': Similar Topics, Different Epistemes; Discrimination as Epistemology; A Discursive Approach; What's the Problem Represented (Constituted) to Be?; Methodological Choices; Data Sources; Sampling; Data Coding and Analysis; Quality Criteria; Ethics; The Case Studies: A Brief Background

Slovak and Czech RomaNorthern Caucasus; Bibliography; 3 War-Torn Children and Criminal Vagabonds; Introduction; Offences of Which Youth Are Suspected; War-Torn Children; The Constitutive Elements of WTC Discourses and Their Mobilisation; Ways to Proceed, Inferred from the Assumptions of WTC Discourses; Identifying the 'Case'; Criminal Vagabonds; Assessing the Nature and the Modalities of the Offences; Visibility and Targeting; Defining and Framing Roma Youth; Self-Positioning; Identification Issues; Mobility and Escapism; Normative Detachment

Conclusions: Assumptions and Implications of WTC and CV DiscoursesBibliography; 4 Age, Agency, Responsibility; Introduction; Age Determination for Legal Purposes; On the Periphery of Child-Adult; Age-Appropriate Behaviour; Agency and Responsibility; Conclusions: Becoming Adults?; Bibliography; 5 Living Up to 'Good Family' Ideals; Introduction; Presence of a Family; Expectations of Family Ties and Structures; Cooperation, Disapproval and Appropriate Emotional Reactions; Supervision, Morality and Upbringing Style; The Meaning of Family Problematisations in Youth-Justice Practice

Conclusions: Who Qualifies as a 'Good Family' in Youth Justice?Bibliography; 6 The Significance of School-Based Reports; Introduction; Entextualisation; Recognising Education Problems (of Roma); The Presence and Weight of School Discourses in Youth Justice; Problems of Education or of Individuals?; School Discourses in Assessments of Personalities and Behaviour; School-Based Assessments in Evaluations of Court Interventions; On the Stability of Positioning and Othering; Conclusions: School Problems Recast as 'Delinquency' Problems?; Bibliography; 7 Discursive Harms; Introduction

Highlighting Ethnicity, Culture and Migration in Youth-Justice DiscoursesDiscursive Harms; Change of Discourse Equals Change of Heart?; Raising Awareness of Language; Getting Rid of Static Essentialist Definitions of 'Culture'; The Need for Ambiguity and Abstraction; Hearing Discordant Voices and Primary Sources; Visual Accounts; Counter-Narratives and Challenges; Linguistic Explicitness; Talking Back; Awareness of Language; On the Norms Guiding Youth-Justice Assessments: A Speculation; Bibliography; 8 Practising Youth Protection; Introduction