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Cultural Approaches to Understanding School Violence
Sociology Compass, 2009
In terms of research on school violence, criminologists have dominated the field; yet, this work has narrowly centered on crime as an indicator of violence. Although cultural sociologists have done noteworthy research on schooling and education, much of the focus has been on academic achievement. Yet, some cultural scholars have analyzed the expressions and practices of school violence, and in this paper, I argue that this approach reveals a rich, complex understanding of aggression and violence that is needed in sociological research on school violence. This includes looking at not only crime and more traditional, physical expression of violence, but also taking seriously verbal, emotion, sexual, or racial forms of violence, in addition to violence that is perpetuated by institutions. This paper reviews some of the more conventional studies on school violence and then looks at how cultural sociologists have begun to broaden this perspective. I use Swidler's ‘cultural toolkit’ as a framework for analyzing school violence, focusing on symbolic violence, cultural scripts, cultural resources and ideology as some of the cultural tools that prove useful to expanding our understanding of schooling and violence.
Harvey Shapiro, Ed. Handbook on Violence in Education: Forms, Factors, and Preventions (Wiley: 2018)
2018
Description from publisher: In this comprehensive, multidisciplinary volume, experts from a wide range fields explore violence in education’s different forms, contributing factors, and contextual nature. With contributions from noted experts in a wide-range of scholarly and professional fields, The Wiley Handbook on Violence in Education offers original research and essays that address the troubling issue of violence in education. The authors show the different forms that violence takes in educational contexts, explore the factors that contribute to violence, and provide innovative perspectives and approaches for prevention and response. This multidisciplinary volume presents a range of rigorous research that examines violence from both micro- and macro- approaches. In its twenty-nine chapters, this comprehensive volume’s fifty-nine contributors, representing thirty-three universities from the United States and six other countries, examines violence’s distinctive forms and contributing factors. This much-needed volume: Addresses the complexities of violence in education with essays from experts in the fields of sociology, psychology, criminology, education, disabilities studies, forensic psychology, philosophy, and critical theory Explores the many forms of school violence including physical, verbal, linguistic, social, legal, religious, political, structural, and symbolic violence Reveals violence in education’s stratified nature in order to achieve a deeper understanding of the problem Demonstrates how violence in education is deeply situated in schools, communities, and the broader society and culture Offers new perspectives and proposals for prevention and response The Wiley Handbook on Violence in Education is designed to help researchers, educators, policy makers, and community leaders understand violence in educational settings and offers innovative, effective approaches to this difficult challenge. TABLE OF CONTENTS Notes on the Editors ix Notes on Contributors xi Acknowledgments xxi Introduction: Context, Form, Prevention, and Response: A Multidisciplinary Approach to Violence in Education 1 Harvey Shapiro Section 1 School Shootings 7 Section Editor Harvey Shapiro Section 1 Introduction: Broadening the Context, Refocusing the Response 9 Harvey Shapiro 1 The Menace of School Shootings in America: Panic and Overresponse 15 James Alan Fox and Emma E. Fridel 2 Threat Assessment 37 Dewey G. Cornell 3 School Shootings, Societal Violence and Gun Culture 53 Douglas Kellner 4 Learning to Be a Rampage Shooter: The Case of Elliot Rodger 69 Ralph W. Larkin 5 The Logic of the Exception: Violence Revisited 85 Harvey Shapiro 6 Student Profiling and Negative Implications for Students with Disabilities 103 Kristeen Cherney and Margaret Price 7 Aftermath of School Shootings: A Model for Relational Aesthetic Response, Reconstruction, and Associated Living 119 A.G. Rud and Patricia L. Maarhuis Section 2 Group and Gang Violence in Education 155 Section Editor Emily E. Tanner-Smith Section 2 Introduction: Group and Gang Violence in Education 157 Emily E. Tanner]Smith 8 The Distinguishing Features, Trends, and Challenges of Group and Gang Violence in Education 165 Michael E. Ezell 9 Socio]Ecological Risk and Protective Factors for Youth Gang Involvement 185 Joey Nuñez Estrada, Jr., Adrian H. Huerta, Edwin Hernandez, Robert A. Hernandez, and Steve W. Kim 10 School of Hard Knocks: Gangs, Schools, and Education in the United States 203 Kendra J. Clark, David C. Pyrooz, and Ryan Randa 11 Do School Policies and Programs Improve Outcomes by Reducing Gang Presence in Schools? 227 Benjamin W. Fisher, F. Chris Curran, F. Alvin Pearman II, and Joseph H. Gardella 12 An Historical Account of the Discursive Construction of Zero Tolerance in Print Media 249 Jessica Nina Lester and Katherine Evans 13 School Surveillance and Gang Violence: Deterrent, Criminalizing, or Context]Specific Effects 269 Lynn A. Addington and Emily E. Tanner]Smith 14 When Gangs Are in Schools: Expectations for Administration and Challenges for Youth 287 Lisa De La Rue and Anjali J. Forber]Pratt 15 Short School]based Interventions to Reduce Violence: A Review 303 Nadine M. Connell, Richard Riner, Richard Hernandez, Jordan Riddell, and Justine Medrano Section 3 Bullying, Sexual Violence, and Suicide in Education 321 Section Editor Dorothy L. Espelage Section 3 Introduction: Bullying, Sexual Violence, and Suicide in Education 323 Dorothy L. Espelage 16 Bullying and Cyberbullying Prevalence as a Form of Violence in Education 327 Amanda Nickerson, Danielle Guttman, and Samantha VanHout 17 School Climate and Bullying Prevention Programs 359 Jun Sung Hong, Dorothy L. Espelage, and Jeoung Min Lee 18 Sexual Violence in K–12 Settings 375 Anjali J. Forber]Pratt and Dorothy L. Espelage 19 Violence against LGBTQ Students: Punishing and Marginalizing Difference 393 Elizabethe Payne and Melissa J. Smith 20 Intimate Partner Violence in Higher Education: Integrated Approaches for Reducing Domestic Violence and Sexual Assault on Campus 417 Sheila M. Katz and Laura J. McGuire 21 Researching Sexual Violence with Girls in Rural South Africa: Some Methodological Challenges in Using Participatory Visual Methodologies 433 Relebohile Moletsane and Claudia Mitchell 22 Bullying, Suicide, and Suicide Prevention in Education 449 Melissa K. Holt, Chelsey Bowman, Anastasia Alexis, and Alyssa Murphy Section 4 Structural and Symbolic Violence in Education 465 Section Editor Harvey Shapiro Section 4 Introduction: Structures of Violence in Education 467 Harvey Shapiro 23 Why Schools? Coercion, Refuge, and Expression as Factors in Gun Violence 471 Bryan R. Warnick, Sang Hyun Kim, and Shannon Robinson 24 “Don’t Feed the Trolls”: Violence and Discursive Performativity 487 Claudia W. Ruitenberg 25 Gender as a Factor in School Violence: Honor and Masculinity 503 Amy Shuffelton 26 Radical Truth Telling from the Ferguson Uprising: An Educational Intervention to Shift the Narrative, Build Political Efficacy, Claim Power, and Transform Communities 519 David Ragland 27 Emmanuel Levinas: Philosophical Exposures, and Responses to Systemic and Symbolic Violence in Education 537 Gabriel Keehn and Deron Boyles 28 Violence and Peace in Schools: Some Philosophical Reflections 559 Hilary Cremin and Alex Guilherme 29 Critical Peace Education as a Response to School Violence: Insights from Critical Pedagogies for Non]violence 577 Michalinos Zembylas Index 595
This paper employs Johan Galtung’s (1990) typology of violence—direct, structural, and cultural—as an analytical lens to examine the ways in which schools, teachers, and students draw on aspects of hegemonic masculinity to establish and endorse difference between boys’ and girls’ capacities to be violent, and willfully ignore performances of violent masculinity. It focuses on school values and policies represented in, and by, the disciplinary structures, contact sports and curricular knowledges as well as the practices of students and teachers, to explore the ways in which they collectively code violence in the script of masculinity. The conclusion proposes strategies for challenging the cultural violence of hegemonic masculinity in schools.
Violence and the Moral Order in Contemporary Schooling: A Discursive Analysis
Qualitative Research in Psychology, 2010
A major strength of qualitative research is its capacity to re-theorise a particular field through examining the discursive constructions that underpin a particular body of research. The empirical research literature construes student violence generally, but bullying in particular, as a psychosocial problem arising from individual and family pathologies. In this article, drawing on the work of Foucault and Butler, we engage in a discursive analysis of the bullying discourse as it appears in the literature and in teachers' and students' commentaries on incidents of bullying. A discursive analysis enables us to ask whether there is some limitation or inherent problem in the conceptual configuration of the field, and to ask how else the problem might be understood. We begin that discursive work in order to open up new ways of thinking about, and acting in relation to, school violence.
Journal of Emotional and Behavioral Disorders, 2000
The purpose of this article is to clarify the historical and definitional roots of school violence. Knowledge about this issue has matured to the point where there is a need to refine the definition of school violence, thereby positioning educators to take the next step in providing effective, broad-based solutions to this problem.The first section provides an overview of the definitional and boundary issues of the term "school violence" as used in research and applied prevention programs.The second section presents an overview of what is known about the occurrence of violent and related high-risk behaviors on school campuses. Information about the prevalence of school violence is reviewed to inform and guide violence prevention programs, emphasizing the need to implement programs that are well linked to known correlates of school violence.We believe that in addition to identifying the characteristics of both perpetrators and victims of violence at school, researchers need...