Search Results for schooling-as-violence

Education

Schooling as Violence

The role of schooling in directly contributing to the sexual harm of pupils will be discussed more fully in Chapter 7 on schooling, violence and gender. Here the concern is with the school's indirect role.

Author: Clive Harber

Publisher: Routledge

ISBN: 9781134287321

Category: Education

Page: 168

View: 166

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Asking fundamental and often uncomfortable questions about the nature and purposes of formal education, this book explores the three main ways of looking at the relationship between formal education, individuals and society: * that education improves society * that education reproduces society exactly as it is * that education makes society worse and harms individuals. Whilst educational policy documents and much academic writing and research stresses the first function and occasionally make reference to the second, the third is largely played down or ignored. In this unique and thought-provoking book, Clive Harber argues that while schooling can play a positive role, violence towards children originating in the schools system itself is common, systematic and widespread internationally and that schools play a significant role in encouraging violence in wider society. Topics covered include physical punishment, learning to hate others, sexual abuse, stress and anxiety, and the militarization of school. The book both provides detailed evidence of such forms of violence and sets out an analysis of schooling that explains why they occur. In contrast, the final chapter explores existing alternative forms of education which are aimed at the development of democracy and peace. This book should be read by anyone involved in education - from students and academics to policy-makers and practitioners around the world.
2004-08-26 By Clive Harber
Education

Schooling as Violence

Harber argues that while schooling can play a positive role, violence towards children originating in the schools system itself is common, systematic and widespread and that schools play a significant role in encouraging violence in wider ...

Author: Clive Harber

Publisher: Psychology Press

ISBN: 0415344344

Category: Education

Page: 162

View: 289

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Asking fundamental and often uncomfortable questions about the nature and purposes of formal education, this book explores the three main ways of looking at the relationship between formal education, individuals and society: * that education improves society * that education reproduces society exactly as it is * that education makes society worse and harms individuals. Whilst educational policy documents and much academic writing and research stresses the first function and occasionally make reference to the second, the third is largely played down or ignored. In this unique and thought-provoking book, Clive Harber argues that while schooling can play a positive role, violence towards children originating in the schools system itself is common, systematic and widespread internationally and that schools play a significant role in encouraging violence in wider society. Topics covered include physical punishment, learning to hate others, sexual abuse, stress and anxiety, and the militarization of school. The book both provides detailed evidence of such forms of violence and sets out an analysis of schooling that explains why they occur. In contrast, the final chapter explores existing alternative forms of education which are aimed at the development of democracy and peace. This book should be read by anyone involved in education - from students and academics to policy-makers and practitioners around the world.
2004 By Clive Harber
Education

A Feminist Critique of Education

Scheff , T. and Retzinger , S. ( 1991 ) Emotions and Violence ( Lexington , MA , Lexington Books ) . Schostak , J. ( 1986 ) Schooling the Violent Imagination ( London , Routledge & Kegan Paul ) .

Author: Christine Skelton

Publisher: Taylor & Francis

ISBN: 0415363918

Category: Education

Page: 336

View: 282

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Compiled by the current editors of the journal Gender & Education, this new book maps the development of thinking in gender and education over the last fifteen years, featuring groundbreaking articles from leading authors in the field.
2005 By Christine Skelton

Schooling as Violence

Author:

Publisher:

ISBN: OCLC:49267294

Category:

Page: 94

View: 239

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2002 By
Political Science

The United Nations and Higher Education

Schooling as violence: How schools harm pupils and societies. Abingdon, England: Routledge. Harber, C., & Sakade, N. (2009). Schooling for violence and peace: How does peace education differ from 'normal' schooling?

Author: Kevin Kester

Publisher: IAP

ISBN: 9781648020568

Category: Political Science

Page: 241

View: 498

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In this book, Kevin Kester details how the United Nations promotion of higher education for peace and international understanding sometimes unintentionally contributes to the reproduction of conflict and violence across diverse cultures. He shows this through an indepth examination of peace curricula, pedagogy and policy in one United Nations higher education institution, where he indicates how dominant philosophical and pedagogical models that signify acceptable peace education ultimately undermine the very goals of educational peacebuilding. Kester contends that theoretical and pedagogical training must develop beyond the dominant psycho-social, rational and state-centric assumptions that permeate the field today if higher education is to better contribute to personal and societal peacebuilding. Drawing from the fields of educational philosophy and sociology, he argues for new concepts of poststructural violence and second order reflexivity that can assist scholars in reducing conflict and building peace in lasting ways. He complements his fieldwork findings with personal reflections throughout the book to reimagine the transformative possibilities of peacebuilding education for the 21st century.
2020-04-01 By Kevin Kester
Education

Schooling in the Age of Austerity

Moreover,such instances of violence areprofoundly affectingand understandably elicitstrong responses tomake neighborhoods and schools more safe and secure.The way we make senseof such violence, however, presentslimitsfor howwe formulate ...

Author: A. Means

Publisher: Springer

ISBN: 9781137032058

Category: Education

Page: 186

View: 732

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Through a case study in a Chicago public school, Means demonstrates that, despite the fragmentation of human security in low-income and racially segregated public schools, there exist positive social relations, knowledge, and desire for change that can be built upon to promote more secure and equitable democratic futures for young people.
2013-02-12 By A. Means
Education

Schooling the Violent Imagination

The violent imagination begins in experiences of violation against the self and grows through the stories, myths, folktales and anecdotes of everyday life.

Author: John F. Schostak

Publisher: Routledge

ISBN: 9781000769616

Category: Education

Page: 206

View: 814

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The violent imagination begins in experiences of violation against the self and grows through the stories, myths, folktales and anecdotes of everyday life. Originally published in 1986, John Schostak discusses the educational, social and moral implications of the violent imagination in connection with theories of violence, childrearing practices, and schooling as a childrearing institution. He also looks at the relation between sexism, racism, drugs and the emergence of a vandalised sense of self. The book explores the complex ways in which images of violence pervade society, inform action and provide interpretations of events. Schools, the author argues, contribute towards the development of a violent imagination which guides judgements and actions. The child’s images and experiences of violation may involve physical assault or psychological forms of assault. Some of these experiences of violation and violence are considered normal, even moral (‘spare the rod and spoil the child’); others are considered abnormal, criminal, pathological – although the abstract logical form of each may be equivalent. Nevertheless, all such images contribute towards the development of a sense of violation, and children are schooled to accept normal forms and reject abnormal forms.
2020-03-13 By John F. Schostak
Education

Leadership in Diverse Learning Contexts

This relationship, however, seems especially germane in the context of post-conflict societies, which sharpens the need to examine ways whereby the nexus between schooling and violence can be ameliorated.

Author: Greer Johnson

Publisher: Springer

ISBN: 9783319283029

Category: Education

Page: 430

View: 296

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This book presents the outcomes of research and practical endeavour in some of the diverse contexts in which learning takes place: classrooms, schools, professional development settings, community projects and service sector agencies. It invites the reader to engage with two related questions of contemporary concern in the leadership field: "What can we learn about the important influence of different contexts on leadership practice and how are people brought together as collective human agents in different patterns of distributive leadership?" In doing so, this collection emphasises three of the critical concepts at play when leadership is viewed, not as position, but as activity. The three concepts are purpose, context and human agency. When this view of leadership is understood, it is always about achieving shared goals with people power, no matter the circumstances in which they are gathered together.
2016-04-29 By Greer Johnson
Education

Adult Intentions Student Perceptions

Schooling for violence and peace: How does peace education differ from 'normal' schooling? Journal of Peace Education, 6, 171–187. Helbig, L. (2014). Beautiful destruction. Vancouver, Canada: Rocky Mountain Books. Hendry, R. (2009).

Author: Kristin E. Reimer

Publisher: IAP

ISBN: 9781641135061

Category: Education

Page: 207

View: 126

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Restorative justice (RJ) is an idea whose time may have finally arrived. Although the concept has ancient roots and the term has existed in Western societies since the 1970s, only recently has it gained general public recognition. In schools, RJ’s popularity is rising world-wide. In fact, education is the fastest growing area for the practice of RJ. Despite an increasing number of schools embracing the approach, it is not clear what educational RJ practitioners are trying to achieve. Adult Intentions, Student Perceptions: How Restorative Justice is Used in Schools to Control and to Engage focuses on the use of RJ in one school in Scotland and one in Canada. While important to understand the intentions of educators in using RJ in schools, those aims must be examined alongside the actual impact that such practices have on students. RJ can be understood and experienced in dramatically different ways by those implementing it. For some, RJ is about creating an environment of and for student engagement that challenges traditional systems of discipline and facilitates learning. For others, RJ is simply another tool for solidifying compliance and meting out punishment, albeit in a kinder, gentler way. Adult Intentions, Student Perceptions provides the opportunity to delve deeply into the stories of two schools and the adults and young people who inhabit them, and consider the broad impact that differing educator understandings of RJ have on students. Adult Intentions, Student Perceptions is a timely book for RJ advocates and critics alike. It challenges a common assumption of some RJ advocates that implementing RJ necessarily creates a classroom environment of social engagement (where students are empowered to engage with one another and think critically, and school relationships and hierarchies are transformed). The student experience relayed in this book shows that RJ can as readily be mobilized to create classroom environments of social control (where students are taught obedience and compliance, and authority and hierarchy are reinforced). Reimer argues that RJ, by itself, does not guarantee certain qualities of relationship, but RJ does allow us to examine relational qualities and ask questions of how school relationships are used to engage and/or control students.
2018-12-01 By Kristin E. Reimer
Social Science

Stop the Violence in Latin America

... either because in high-violence of the elevated areas, risk of the injury returns or death to education or because may economic be lower than activity in low-violence slows down because areas, of the schooling violence, laws thereby ...

Author: Laura Chioda

Publisher: World Bank Publications

ISBN: 9781464806650

Category: Social Science

Page: 422

View: 138

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The Latin America and Caribbean (LAC) region has the undesirable distinction of being the world's most violent region, with 24.7 homicides per 100,000 inhabitants. The magnitude of the problem is staggering and persistent. Of the top 50 most violent cities in the world, 42 are in LAC. In 2010 alone, 142,302 people in LAC fell victim to homicide, representing 390 homicides per day and 4.06 homicides every 15 minutes. Crime disproportionately affects young men aged 20 to 24, whose homicide rate of 92 per 100,000 nearly quadruples that of the region. The focus of Crime Prevention in Latin America and the Caribben is to identify policy interventions that, whether by design or indirect effect, have been shown to affect antisocial behavior early in life and patterns of criminal offending in youth and adults. Particular attention is devoted to recent studies that rigorously establish a causal link between the interventions in question and outcomes. This publication adopts a lifecycle perspective and argues that as individuals progress through different stages of the lifecycle, not only do different sets of risk factors arise and take more prominence, but their interactions and interdependencies shape human behavior. These interactions and the relative importance of different sets of risk factors identify relevant margins that can effectively be targeted by prevention policies, not only early in life, but throughout the lifecycle. Indeed prevention can never start too early, nor start too late, nor be too comprehensive.
2017-06-19 By Laura Chioda

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