School violence

Teachers and School Violence. A Comparative Study of Danish, American and Polish Phenomena.

by Piotr Kowzan

Journal of Alternative Perspectives in the Social Sciences (2009) Vol. 1 No 3, pp. 736-747.

The goal of this paper is to examine consequences of diversity
in understanding of school violence from country... more The goal of this paper is to examine consequences of diversity
in understanding of school violence from country to country. After a short description of each case some questions about its consequences and specific group interests will be raised. From the given examples it might be concluded that the will to bring opinions to the public depends on the shape of the state. Teachers, as well as all other workers, must feel socially secure if we want them to represent a democratic approach towards their work.

School Violence: To What Extent do Perceptions of Problem Solving Skills Protect Adolescents?

by Halil Eksi

Ayşe Sibel TÜRKÜM
Educational Sciences: Theory & Practice - 11(1) • Winter • 127-132

This study examined whether adolescents’ perceptions of problem solving skills differ according to their sex,... more This study examined whether adolescents’ perceptions of problem solving skills differ according to their sex, experiences
of exposure to violence, age and grade, and the variables predicting their experiences of exposure to
violence. Data were collected from 600 (298 females, 302 males) 14-19 year-old students attending various types
of high schools in central Eskişehir. The Problem Solving Inventory and a questionnaire were used in the study.
Findings of the study revealed that students’ perceptions of problem solving skills do not change according to
their sex and the place they are exposed to violence. Adolescents’ perceptions of problem solving skills differ in
accordance with the level of their exposure to violence; perception level of the problem solving skills of the students
rarely exposed to violence is higher than that of the students exposed to violence occasionally or often. Perception
level of the adolescents who are often exposed to violence does not change depending on their sex and
age. The variables predicting adolescents’ experiences of exposure to violence are listed as perceptions of problem
solving skills, sex, grade, age, and school type. In conclusion, the adolescents’ perceptions of problem solving
skills are partially effective in protecting them against school violence. The place of the skills training programs
-particularly the ones that aimed at prevention of and protection from violence- in the content of counseling
programs was discussed.

Cultural and peer influences on homicidal violence: A Finnish perspective

by Atte Oksanen

Kiilakoski, Tomi & Oksanen, Atte (2011) Cultural and Peer Influences on Homicidal Violence: A Finnish Perspective. New Directions for Youth Development 33: Spring (number 129), 31-42.

School shootings in Finland have involved both peer bullying at school and peer encouragement of violence through the... more School shootings in Finland have involved both peer bullying at school and peer encouragement of violence through the Internet, suggesting multiple avenues for prevention

Governance and Comprehensive Community Initiatives: A Case Study of the PRYSE Coalition In Far Rockaway, New York, 2000-2004

by Michelle Ronda

”Parempihan se on että sovitellaan ku että ei sovitella.” Vertaissovittelu, konfliktit ja koulukulttuuri

by Tomi Kiilakoski

Finnish Youth Research Society. Net Publications 30. 2009.  In Finnish.

Konfliktien kanssa pitää oppia elämään. Viimeaikaisten kouluväkivaltatapahtumien seurauksena on alettu pohtia, millä... more Konfliktien kanssa pitää oppia elämään. Viimeaikaisten kouluväkivaltatapahtumien seurauksena on alettu pohtia, millä tavoin koulu hoitaa konfliktinsa, luo turvallista ilmapiiriä sekä auttaa ennaltaehkäisemään ikäviä tapahtumia. On myös kiinnostuttu siitä, millä tavoin voidaan ratkoa ongelmia ilman, että tuotetaan häpeää, syyllisyyttä ja ulossulkemista. Yhtenä ratkaisuna ongelmiin on kouluissa ryhdytty käyttämään vertaissovittelua. Menetelmä perustuu siihen, että oppilaat itse ratkovat ongelmia.

Kyseessä oleva tutkimus pyrkii arvioimaan vertaissovitteluhankkeen vaikuttavuutta. Arvioinnin
tavoitteena on tuottaa laadullisin menetelmin tietoa siitä, minkälaisia koulukulttuurisia vaikutuksia vertaissovittelulla on, minkälaisia yhteisöllisiä ja yksilöllisiä oppimisia sovittelu tuottaa sekä millä tavoin se paikantuu olemassaolevaan koulukulttuuriin.

Italian elementary and middle school students' blaming the victim of bullying and perception of school moral atmosphere

by Gianluca Gini

Postmodern Anomic Disorder* (PAD): Understanding Gang Behavior and the London Riots

by Daniel Keeran MSW

by Daniel Keeran, MSW

The College of Mental Health Counseling presents an understanding of youth gangs, the London riots, Islamic terrorism, aboriginal suicide and other similar phenomena as possible effects of Postmodern Anomic Disorder* identified here for the first time.

If the paper does not yet appear below, you can download it here http://www.ctihalifax.com/images/Anomic_Disorder4.pdf

If you have any questions, comments, or upload difficulty, please contact collegemhc@gmail.com

The College of Mental Health Counseling presents an understanding of youth gangs, the London riots, Islamic terrorism,... more The College of Mental Health Counseling presents an understanding of youth gangs, the London riots, Islamic terrorism, aboriginal suicide and other similar phenomena as possible effects of Postmodern Anomic Disorder* identified here for the first time.

If you have any questions or comments please contact collegemhc@gmail.com

Crime, Anti-Social Behaviour and Education: A Critical Review

by Andrew Millie

Book chapter
Co-authored with Stephen Moore
in 'Crime, Anti-Social Behaviour and Schools', edited by Carol Hayden and Denise Martin
Palgrave Macmillan, 2011

In this chapter we consider the relevance of a discourse of crime and anti-social behaviour for an educational... more In this chapter we consider the relevance of a discourse of crime and anti-social behaviour for an educational setting. Our focus is on schools although much of what we discuss is also starting to permeate further and higher education sectors as well. We are interested in the interplay between discipline and criminalisation, and the place of increased securitisation and policing within schools. The language of ‘risk’ is often used to justify increases in controls (controls on at-risk children thought likely to behave anti-socially and criminally, and on adults for fear of what they might do to children). We question the use and accuracy of this risk paradigm and its leading to the increased criminalisation of education policy.

Connecting the Dots: Threat assessment, depression and the troubled student

by Valerie Harwood

Harwood, Valerie (2011) Connecting the Dots: Threat Assessment, depression and the troubled student. 'Curriculum Inquiry' 41(5)

Keywords: Depression, Virginia Tech Massacre, Threat Assessment Teams, School Shooting

One of the numerous... more Keywords: Depression, Virginia Tech Massacre, Threat Assessment Teams, School Shooting

One of the numerous responses to the mass shooting at Virginia Tech in April 2007 has been the call for higher education institutions in the United States to take an increased role in identifying troubled students. This has had widely felt effects, with educational institutions across the US developing mechanisms such as ‘Threat Assessment Teams’ to respond to the perceived heightened threat of campus violence. At the core of these responses is the notion of the troubled student that brings dangerousness and depression together. The purpose of this paper is to draw attention to this, arguing that extreme violence has been extended from the provenance of the dangerous mad individual to a potential characteristic of the depressed individual. Interrogating this shift takes on special significance, since understanding depression and violence is deemed vital to “connect the dots” to detect the troubled student, thereby preventing campus violence in higher education institutions. To consider this shifting conceptualization, this paper draws closely on Hannah Arendt’s distinction between factual and rational truths and Michel Foucault’s analysis of melancholy. The Arendtian distinction between factual and rational truths facilitates analysis of the truths of the troubled student, as well as underscoring the importance that this recognition has for debate. Foucault’s investigation of melancholy together with his emphasis on the “structure of perception” is employed to tease out how truths of the troubled student are produced, and thereby demonstrate that they are rational truths. Drawing on these ideas, the paper offers a critical examination of how depression figures as potency and advances the argument that, in the take up of these emerging conceptualizations, there is a significant shift in how the troubled student is understood in higher education.

Metal Detectors and Feeling Safe at School

by Billie Gastic, Ph.D.

Published in Education and Urban Society

This article argues that metal detectors bestow an organizational stigma to schools. One symptom of this is students’... more This article argues that metal detectors bestow an organizational stigma to schools. One symptom of this is students’ heightened level of fear at school. Using data from the National Longitudinal Study of Adolescent Health (Add Health) and a matched-pair design, this study finds that metal detectors are negatively correlated with students’ sense of safety at school, net of the level of violence at school. However, this association is different for urban students. The negative association between metal detectors and urban students’ sense of safety is 13% less than what it is for students attending suburban or rural schools.

Student Safety and the Reauthorization of the No Child Left Behind Act

by Billie Gastic, Ph.D.

Published in Educational Researcher

The reauthorization of the No Child Left Behind Act of
2001 (NCLB) is 3 years overdue, and the Obama... more The reauthorization of the No Child Left Behind Act of
2001 (NCLB) is 3 years overdue, and the Obama administration, through Secretary of Education Arne Duncan,
has explained the urgency of revising and reauthorizing the law. Attention has been focused most acutely on the provisions that directly relate to academic performance and accountability (Dillon, 2010a, 2010b). Remaining under the radar, however, is the critical Unsafe School Choice Option (USCO), Section 9532 of NCLB. USCO states that students who attend “persistently dangerous” schools or who themselves have been the victims of violent crime at school are eligible to transfer to another public school (U.S. Department of Education, 2004).

Ringrose, J. and Renold, E. (2012) Teen girls, working class femininity and resistance: Re-theorizing fantasy and desire in educational contexts of heterosexualized violence,

by Emma Renold

published in:
International Journal of Inclusive Education, special issue, 'The Politics of Boys' Education: including the voices of girls, minority boys and teachers’, 16 (4): 461-477

This paper challenges post‐feminist discourses and recuperative masculinity politics in education that have evoked... more This paper challenges post‐feminist discourses and recuperative masculinity politics in education that have evoked mythical constructions of the successful ‘achieving’ girl in ways that flatten out social and cultural difference and render invisible ongoing gendered and sexualised inequalities and violence in the social worlds of schools and beyond. We map how girls negotiate contradictory neo‐liberal discourses of girlhood that dominate in popular culture; what McRobbie calls the new ‘post‐feminist masquerade’, which portends that girls can be/come anything they want, so long as they simultaneously perform ‘hyper‐sexy’, the new aspirational feminine ideal. Drawing on individual case studies from four qualitative research projects with teen girls in urban and rural working class communities across England and Wales, we explore how specific ‘working‐class’ girls struggle to negotiate this contradictory terrain of girlhood through imaginary ‘lines of flight’ in their narratives. Specifically, we are interested in applying Deleuze and Guatarri's writings on immanence and the productive, social status of desire and fantasy through an analysis of girls' (violent, aggressive or utopian) fantasies in ways that move beyond the binary of ‘real/not real’, and thus reject a reading of fantasy as futile, ‘escapist’ or ‘pathological solutions to working class life’. We suggest fantasy might operate as a space of survivability, political subjectivity and resistance to girls' subordination within Butler's ‘heterosexual matrix’.

School Resource Officers in Toronto and the Neoliberal Punitive Turn

by Bronwyn Dobchuk-Land

Introduction to a paper written for an MA class

To be developed further in the context of comparative Canada-US research about the punitive turn

"From the Clouds to the Trenches: Re-experiencing Public School Discipline"

by Gregory Nixon

@ *Teaching Education* 6 (1), Fall-Winter 1993, 1-7.

I knew curriculum theory was a comparatively rarified field in education studies (not to mention academia) when I came... more I knew curriculum theory was a comparatively rarified field in education studies (not to mention academia) when I came to Louisiana. Nevertheless, I felt drawn to it by the need to understand whether it was schooling or my emotional being as a classroom teacher which needed adjusting. I had hoped to secure a position in that field after graduation at some research-oriented university "far from the madding crowd" of schoolroom enforcement. Yet despite my bold and literate dissertation and my letters of audacious praise, that hope never materialized. So, accepting my fate, I applied as a substitute teacher -- I saw such work as appropriately humbling after reaching the apex of educational achievement. Now I felt determined to succeed gracefully as the system demanded on this first day of subbing. I was humble but also scared.