Researchers and practitioners identify and examine systemic violence in schools from a number of perspectives including school administration policies, pedagogical methods, educational labeling, classroom interaction, childhood games, and teacher reactions, as well as child abuse. Includes practical suggestions for addressing systemic violence.
This text examines the negative practices of schools which are resulting in school systems failing students. Such practices include intrusive authoritarian administrative structures and procedures; inappropriate discipline; unrealistic expectations; and placid exceptance of exclusionary practices. Indeed, educational systemic violence includes any practice or procedure that prevents students from learning, thus harming them. Taking a close look at ways in which current social problems may be a result of, or even supported by, compulsory schooling, the contributors to this volume consider whether or not schools contribute to the violence amongst modern young people.
This book argues that International Investment Law system – IIL - was the result of a colonial project within a capitalist system that has been influenced by the developmentalism discourse and the neoliberal ideology, becoming an instrument that facilitated forms of systemic violence against Third World countries. In order to develop this argument, Enrique Prieto-Rios uses post-war critical thought, chiefly Fanon as interpreted by Lewis R Gordon, the works pursued by academics, part of the Caribbean Philosophical Association, the Institute for Global Law and Policy, the international law from below (southern perspectives), and critical economic thought— particularly the notable economic contributions of Ha-Joon Chang and Latin-American philosopher Enrique Dussel.
This text examines the negative practices of schools which are resulting in school systems failing students. Such practices include intrusive authoritarian administrative structures and procedures; inappropriate discipline; unrealistic expectations; and placid exceptance of exclusionary practices. Indeed, educational systemic violence includes any practice or procedure that prevents students from learning, thus harming them. Taking a close look at ways in which current social problems may be a result of, or even supported by, compulsory schooling, the contributors to this volume consider whether or not schools contribute to the violence amongst modern young people.
Although compulsory schooling intends to develop the potential of all students, some students may actually be harmed by schooling practices. In this book, researchers and practitioners identify and examine various aspects of systemic violence, particularly as it is embedded in administrative and pedagogical practices. Some of these are obvious—racism, harassment, and child abuse—however, systemic violence is insidious and may reside in "common sense" practices intended to improve student performance. The authors explore some of these subtle manifestations of violence from a variety of perspectives by investigating school administration policies, pedagogical methods, labeling, classroom interaction, children's games, and teacher reactions to child abuse.
In this book, Vincenzo Ruggiero offers a typology of different forms of political violence. From systemic and institutional violence, to the behaviour of crowds, to armed conflict and terrorism, Ruggiero draws on a range of perspectives from criminology, social theory, political science, critical legal studies and literary criticism to consider how these forms of violence are linked in an interdependent field of forces. Ruggiero argues that systemic violence encourages more institutional violence, which in turn weakens the ability of citizens to set up political agendas for change. He advocates for a reduction of all types of violence, which can be enacted through fairer distribution of resources and the provision of political space for contention and negotiation. This book will be of interest to all those engaged in research on violence, terrorism, armed conflict and the crimes of the powerful. It makes an important contribution to criminological and social theory.
"Awakening bears witness to the most egregious disparities between African American people and white people caused by the structural injustice inherent in virtually every institution in the United States. The authors help white people see and understand how the deck has been stacked against people of color. Their eye-opening research leads to deeper understanding of what Black people have suffered and to seeing without excuse the very real harm caused by racism"--
Researchers and practitioners identify and examine systemic violence in schools from a number of perspectives including school administration policies, pedagogical methods, educational labeling, classroom interaction, childhood games, and teacher reactions, as well as child abuse. Includes practical suggestions for addressing systemic violence.
This study offers a historicization of the 2010s in British theatre with a focus on the representation of systemic violence, exploring productions that engage with concerns of protest, climate crisis, neoliberalism, racism and gender-based violence. It offers a range of case studies from established and emergent playwrights such as Caryl Churchill, Martin McDonagh, Anders Lustgarten, Lucy Kirkwood, Ella Hickson, Jasmine Lee-Jones, debbie tucker green, Zinnie Harris, and Travis Alabanza. Productions of their work in the 2010s are analysed through a framework of cultural theory, philosophy, and theatre and performance studies that offer insightful conceptions of violence and performativity. Central to this book is the belief that theatre has the ability to depict issues of systemic violence in thoughtful and valuable ways, drawing on the medium's specific relations between creatives, texts, spectatorship and audiences to mindfully engage participants in the most pressing societal and cultural concerns of their time.
