scholarly journals Ethnography of School Violence: A Cultural Perspective

2020 ◽  
Vol 10 (2) ◽  
pp. 125-126
Author(s):  
Raj Kumar Dhungana
Keyword(s):  
Public Schools ◽  
Critical Theory ◽  
School Violence ◽  
Theoretical Basis ◽  
School Education ◽  
Cultural Perspective ◽  
School Life ◽  
Cultural Violence

School education is largely universalised in Nepal, but schools are not yet free from different challenges like violence. This study aimed to explore how adolescents are experiencing school violence, how it affects the school life, and how Nepali public schools are responding to such violence. Exploring these aspects, as the theoretical basis, I used the idea of cultural violence (Galtung, 1990), critical theory of othering (Kumasiro, 2000) and some of the locally practiced perspectives.

scholarly journals Hierarchy, Violence and Bullying Among Students of Public Middle Schools

2016 ◽  
Vol 26 (65) ◽  
pp. 307-315 ◽  
Author(s):  
José Leon Crochík
Keyword(s):  
Public Schools ◽  
Physical Education ◽  
Middle Schools ◽  
School Violence ◽  
Sao Paulo ◽  
The State ◽  
São Paulo ◽  
9Th Grade ◽  
Peer Perception

Abstract Hierarchies established in schools can lead to violence among students, particularly bullying, and this relationship is investigated in this study. A School Hierarchies Scale and a Peer Perception of Aggression Scale were applied to 274 9th grade students, both sexes, aged 14.08 years (SD = 0.81) old on average, attending four public schools in the state of São Paulo, Brazil. The students more frequently perceived to be popular, were among the best in physical education and/or among the worst in academic subjects were also more frequently perceived to be bullies, while those more frequently perceived to be unpopular and having the worst performance in physical education were also more frequently perceived to be victims. Therefore, teachers should reflect upon the issue and fight school violence that may arise from these hierarchies.

Race Differences in Youths’ Attitudes Toward Arming Teachers: Investigating the Role of Procedural Justice

2021 ◽  
pp. 0044118X2110466
Author(s):  
Faraneh Shamserad
Keyword(s):  
High School Students ◽  
Public Schools ◽  
School Violence ◽  
School Safety ◽  
Future Research ◽  
School Security ◽  
Security Measures ◽  
School Students ◽  
Racial Inequalities ◽  
Perceptions Of Fairness

Although school violence statistics indicate that schools are safe places, anxiety over school shootings continues to influence school safety reform to the extent that security measures in American public schools include the arming of schoolteachers. Furthermore, not only have youths’ perceptions of school security been relatively unexplored, existing research points to racial inequalities in the use of and the effects of school security practices. This study uses data from high school students across multiple school districts in a Midwestern county to examine how race and perceptions of fairness intersect to influence attitudes on arming teachers. The results suggest that, relative to White students, Black students are less supportive of arming teachers and anticipate greater decreases in safety if teachers are armed. In addition, perceptions of fairness mediate the effect of race on support and feelings of safety. Implications for policy and future research are discussed.

Consulting support for the activities of the methodological service of a pre-school educational institution

2021 ◽  
pp. 42-50
Author(s):  
Evgenia Borisovna Marushak ◽  
◽  
Natalia Yurievna Shkatova ◽  
Keyword(s):  
Theoretical Basis ◽  
Educational Institution ◽  
School Education ◽  
Innovative Technology ◽  
Educational Infrastructure ◽  
Factors Influencing ◽  
The Subject

The article presents the theoretical basis of consulting in education. The authors have summarized the material that made it possible to identify consulting support as an innovative technology within the framework of the activity of the methodological service of a pre-school educational institution. depending on the subject of the consulting. The main approaches for advising teachers, specialists and leaders of pre-school education in the process of modernizing educational infrastructure are being considered. The factors influencing the development of educational consulting in the DPI are structured and divided into groups. The specificity of the process of implementing consulting support in the activities of the DOW methodological service is described.

Cultural Violence and Twentieth Century Progress

1971 ◽  
Vol os-18 (4) ◽  
pp. 146-155
Author(s):  
Joe Wittmer
Keyword(s):  
Public Schools ◽  
Way Of Life ◽  
School Officials ◽  
The Public ◽  
Cultural Violence ◽  
Agricultural Community ◽  
Majority Culture ◽  
Religious Convictions ◽  
Farm Life ◽  
Strong Contrast

The Amish are a traditional agricultural community perpetuating a distinctive way of life in strong contrast with the surrounding majority culture. This distinctiveness is based on strong religious convictions. The Amish believe in education, but not in that dispensed by the public schools, because it unfits youth for farm life. In a number of communities public school officials have attempted coercion to make Amish children attend, but with no success. Persecution and harassments are also intense in war time because the Amish are pacifists. Rather than yield to the pressures, an increasing number of Amish are emigrating to more hospitable countries.

Beyond coexistence

2008 ◽  
Vol 6 (1) ◽  
pp. 107-121 ◽  
Author(s):  
Suzanne Rosenblith
Keyword(s):  
United States ◽  
Public Schools ◽  
Multicultural Education ◽  
Religious Pluralism ◽  
The United States ◽  
Religious Studies ◽  
Cultural Perspective ◽  
Comprehensive Education ◽  
Democratic State

If a pluralistic democratic state such as the United States wishes to move beyond coexistence and toward a more reflective religious pluralism, then public schools must take epistemic issues seriously. Taking a cue from multicultural education, many have called for including the study of religion from a cultural perspective. I argue instead that, while studying religion from a cultural perspective is necessary, for a comprehensive education in religious studies it is not sufficient. In order to enable our youngest generation with the skills and tools to be knowledgeable, thoughtful and respectful citizens, students must grapple with the thorny matter of religious truths.

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