Suchergebnisse

The Caribbean region, per capita, is one of the most violent in the world. Trinidad & Tobago (TT), an economic powerhouse, has been bedeviled by violence. Unsurprisingly, school violence has escalated; however, there is a paucity of data. In this case study, I employed a critical peace education and postcolonial studies framework to examine how school violence is conceptualized. The research site - a product of postcolonial educational expansion - is a co-educational secondary school in TT, and is nationally stigmatized for its violent notoriety and persistent academic underperformance. Observations, 33 semi-structured interviews, and 9 focus groups/classroom discussions (with a total of 84 students) were conducted over a 7-month period in 2010, with a 3-week follow-up in 2013. My data illustrate how youth are the main analytic unit in the discourse around school violence; a discourse from which the structural role of the school is mostly omitted, as well as the lingering impact of a contemporaneously bifurcated educational system that was created during the colonial era. These omissions may serve to reinforce/perpetuate TT's class-stratified society; this constitutes discursive violence, but more specifically, as its iteration in this case study, postcolonial structural violence. Such discursive violence is both a neocolonial product and enabler of the structural violence that maintains educational inequity in TT. Adapted from the source document.

AbstractIn 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.

In the analysis of school violence, there is a tendency for commentators to define the scope of the problem narrowly. Typically, they focus on interpersonal violence: between students or by students toward their teachers. In this article, it is argued that not only does the complexity of this issue defy such a simplistic framing but dealing with the problem at that level does not go far enough. It fails to address the wider context of school violence, the wider forms of violence in schools, and the important interactive and causal effects arising from the confluence of these forces. What is demanded is an integrated, multilevel definition of the problem that will lead to a multilevel causal analysis and a comprehensive policy response that takes account of the full range of constitutive elements. In this article, the first stage of such an approach is outlined with regard to defining the nature and scope of the problem.

O presente texto visa discutir sobre as formas de inclusão que a escola tem procurado estabelecer para atender os alunos, proveniente das redes estaduais de ensino, que apresentam condições de produção abaixo da média da classe/ série em que estão. A discussão feita sobre esta realidade se dá a partir do olhar de uma Diretora Educacional, que por ocupar esta função, apresenta uma análise um pouco mais distanciada da sala de aula (mas de modo algum menos comprometida com a mesma), e mais próxima da escola como um todo.

"School should be a safe place for students to learn and grow. Making school a safe place is the responsibility of both teachers and students. In this educational and informative book, readers will learn about how they can follow rules to stay safe at school. Relatable, real-world examples are used so that readers may draw connections to their own experiences. The accessible language is accompanied by vibrant photographs, which make the information pop. A perfect introduction to basic safety concepts for young students"--