The Impact of an Educational Institution's Mode of Operation on the Level of Violence perceived in Schools (original) (raw)
Related papers
2014
The research focuses on the importance that the institutional mode of operation can have on the level of violence perceived by different actors (students and professionals) within a school structure. 26 public middle schools from the northern department of France participated in the study. 3192 students and 361 staff members were interviewed. The obtained data enabled the identification of modes of thinking and action of professionals in scholastic institutions; they were related to a number of factors commonly used to attempt to explain the phenomena of violence in schools. The results show that institutional operation is key in detecting violence. Furthermore, they demonstrate a singular and common operation of the educational institutions surveyed, which is likely to undermine their fight against violence. Recommended actions to promote wellbeing at school are also proposed.
Procedia - Social and Behavioral Sciences, 2014
In the following paper we will offer several arguments for the inclusion in the training programs for future teachers the topic of the complexity of the violence generated by the school system. For this purpose we will put forward the concepts of symbolic violence and institutional violence in order to analyse how school environment is affected through mechanisms generated by school itself. Thus, imposing the values of the dominant culture could bring to a disadvantage a certain category of students by not acknowledging socio-cultural particularities, through inequalities or even through exclusion to education. On the other hand, even the paideutic act can be perceived as violent, through the organization of the educational process, through the mechanisms generated by school evaluation, through labelling and discrimination or through the manner in which the teacher establishes authority. It is important for adults training for a career in education to be aware of the mechanisms that make the school system to be perceived as a form of symbolic violence by certain students and parents.
Ars & Humanitas
In this paper the authors present different incidences of violence in the school environment. Different factors influencing the phenomenon and existence of violence in school are also subject to different conceptualizations and definitions of violence in school. Special attention is paid to school as an institution, which in its essence is not a democratic, but a hierarchically structured organization. Because of the fundamental problems that are associated with the problem of violence in school, most countries require that schools systematically deal with this issue, and the formation of an integrated policy in tackling violence. In the second part of the paper, the authors analyse the policies of various countries (Canada, Sweden, France, Germany, the UK) to the problems of school violence and link them to the factors that influence the onset of violence in school. Special attention is paid to the analysis of official documents that enable violence in school in Slovenia to be reso...
Science and Society – Journal of Social Sciences, 2015
School violence is certainly not a phenomenon of newer date, but is rather old, even centuries old. There are various written sources in the distant past that describe its existence. However, it appears that progress is directed towards, primarily, at the specific detection, and then the prevention and sanctioning of school violence is made only when systematically approached to its research. The first such survey took place the 70-ies of the last century, in the Scandinavian countries, and have significantly contributed to raising awareness that the problem of violence in schools is very much present and that its effects are not negligible. In Serbia, researchers of violence in school are intensively engaged in the last ten years, and the largest number of national research projects is from this period. This paper does the systematization of part of the up to date knowledge and research results related to violence in schools. Given the topicality of this issue, on the one hand, and insufficient research, on the other hand, the author made an attempt to present the results of her research related to the concept of school violence, domestic violence in the schools, and the roles of participants in the violence.
Violence at School and Its Root Causes
Proceedings of the International Conference on Contemporary Social and Political Affairs (IcoCSPA 2017), 2018
Violence experienced by the students has become well-known phenomenona in Indonesia. Violence cases are commited by varios education actors among teachers and students. The main purpose of this study is to highlight a wide range of forms of violences and picture the student's perception. In addition, the study also aims to examine the variables which causing the violence in schools. To further explore the research problem, the study uses a descriptive quantitative approach done by conducting observation and survey to 400 students done in four cities. The results show a high number of students who have experienced violence/bullying at school. Students and teachers can be both perpetrators and victims. The findings of this research has identified forms of violence that include (1) physical violence; (2) indirect violence; (3) verbal violence while the causes of violence vary from (1) the interaction actors in school, and (2) unconducive academic environment at school.
Reflections on School Violence from A Psychosocial Perspective
Open Access Journal of Addiction and Psychology
The main objective of this article is to provide conceptual elements reflection on the new discourses of school violence from a psychosocial perspective, to think interpersonal relationships emerging in the world of school. The methodology was the documentary analysis. The results show how the logic of the discourse of violence in educational institutions is strongly supported by the discourse of science and technologies of the self. The findings indicate that control production and docile subjectivities are not only possible but even proposed as desirable for the world of school.
Identification of Institutionalized Violence in Elementary Schools
Journal of Business and Social Review in Emerging Economies, 2020
Violence unfolds itself in relation to the persons and activities within a specific institution, including violence from custodial authorities such as correctional officers and symbolic violence such as isolation and restriction to developmental resources. This study aims to identify the institutionalized violence prevailing in elementary schools in Punjab. Four subjects were selected at elementary level. Three male and three female elementary school teachers were selected for interview to identify the institutionalized violence. Semi structured interview protocol was used as tool of the study. Semi structured questions were developed around the following themes: inequalities in number of teaching period, discrimination in time table, demoralization, demotivation in academic activities and imposing extra duties, discrimination in leave and relaxation. The findings of the study revealed that discrimination practices of head teachers are demotivating elementary school teachers which ...
School Violence: A matter of Rights
2016
For those of us who work in the field of education, expressions of violence with the school as the backdrop have become a constant subject of reflection and analysis. The concept of violence itself is the subject of debate, its being a multi-causal, political phenomenon. However, there is general consensus as to the role the school plays not only as a producer and reinforcer of violent behavior, but also as a reproducer of the violent situations which surround it. That is, the school acts as a generator of situations of violence or as a vicious sounding board of the surroundings. Within this apparently desolate scene, the solution resides in finding possibilities of change, improving education, reinventing the sense of educational community, thinking of school from the standpoint of esponsibilities, but above all from the point of view of possibilities which are put forward by the task of educating every day.
School violence in the classroom: reflections on its causes, consequences and social links
2016
School violence is a global phenomenon which causes great social unrest. A broad theoretical debate has been going on for the last few decades along with extensive research in various fields: education, social work, social psychology and sociology, etc., which gives us reasons to believe that we are facing a multidimensional, transversal social problem, whose significance goes beyond its basic context: school and education. This article makes a theoretical review of various contributions, mentioning its causes and consequences, stressing the ties established between family and the socio-cultural environment. In this regard, it must not be forgotten that school violence falls within different levels; from school itself to society. This concern, obviously, increases the variety of approaches, results and ways of dealing with it. School violence is a complex and dynamic social phenomenon, which is gradually changing and it does so at different rates depending on the society in which it...
International Journal of Educational Research Review, 2022
The aim of this study is to determine the views of school managers about the situation, time, place, the groups that violence incidents experienced and causes of violence in the level of students, teachers, administrators and parents in official high schools in Bursa. Phenomenological design, one of the qualitative research methods, was used in the study. The study group consists of 54 public high school managers i n January-March 2020. A semi-structured interview form developed by the researchers was used as a data collection tool in the study. Face-to-face interviews were conducted with 54 high school managers, including 39 school principals, 14 assistant principal s and 1 senior assistant principal. The data were analyzed with categorical content analysis and frequency analysis, which are among the types of content analysis. Findings show that violence is experienced more intensely in Vocational and Technical high schools because students experience uncertainty about setting goals for the future. Violence is experienced more intensely in Sports High Schools may be due to the fact that students participate more in physical activities, have more physical strength and have difficulty controlling their physical power when they get angry because they have difficulty in anger management as of their age.