In this article we consider how broad shifts in social relations over the past 30 years have given rise to new social control regimes in US public schools. We argue that the contemporary mechanisms of control engendered by mass incarceration and post-industrialization have re-shaped school discipline. To illustrate contemporary discipline in the 'New American School,' we discuss the emergence of police officers and technological surveillance in schools. These two strategies of school social control facilitate the link between courts and schools, and expose students to both the salience of crime control in everyday life and to the demands of workers in a post-industrial world. By incorporating police officers and technological surveillance into the school safety regime, schools shape the experiences of students in ways that reflect modern relationships of dependency, inequality, and instability vis-à-vis the contemporary power dynamics of the post-industrialist labor market and the neoliberal state. Introduction In this article we consider how broad shifts in social relations over the past 30 years have given rise to new social control regimes in contemporary public schools. We focus on two developments that have risen concurrently in the United States-mass incarceration and post-industrialization-and theorize how these developments permeate public schools' disciplinary practices. Specifically, we argue that police officers and technological surveillance in schools articulate larger mechanisms of social control in post-industrial societies. By increasingly relying on police officers and surveillance technologies, schools socialize youth into relationships of dependency, inequality and instability vis-à-vis the contemporary power dynamics of the post-industrialist labor market and the neoliberal state. Our analysis of contemporary trends in school discipline draws upon prior research on the socializing function of schools. Almost a century ago, Joh
