Titlebook: Rethinking School Violence; Theory, Gender, Cont Sue Saltmarsh,Kerry H. Robinson,Cristyn Davies Book 2012 Palgrave Macmillan, a division of

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The Historical and Political Roots of School Violence in South Africa: Developing a Cross-National T lack not only an international perspective but also political and historical contexts (Astor et al., 2006; Ohsako, 1997; Smith et al., 1999). This chapter argues two points. First, that theories stemming from work dating from the mid-twentieth century Europe, the United Kingdom and the United State

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FYI…Virtual Space Has a Context: Towards an Alternative Frame for Understanding Cyberbullyinga email to participation in social networking sites, writing personal blogs, video posting on YouTube and the formation of avatars to navigate online or as new identities for virtual worlds such as ., digital communication and online participation is ubiquitous. The popularity and currency for young

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Schools, Violence, Masculinities and Privilegeme boys serve as a means to privilege men and boys, in relation to women and girls, within the current gender order. Connell (1987, p. 98) has referred to the gender order as the historical set of relations between men and women that construct normalised definitions of masculinity and femininity. Vi

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‘I’m not scared of the teacher — I can hold him — I can hold him with my bare hands’: Schoolboys, Matolerance and reverence for knowledge. Ever since the English public schooling system was described by Thomas Hughes in . (1857), the existence of robust, hierarchical and often violent relations between schoolboys has been acknowledged. In recent decades, violence between school students has become

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Speaking Violence: Homophobia and the Production of Injurious Speech in Schooling Cultureshooling cultures. We also examine the discourses through which same-sex attraction is constructed, and the impact of these discourses in addressing the ongoing problem of homophobic violence in schools. While physical forms of violence are most salient and most visible — that is most visibly injurio

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Random School Shootings, Teen Culture and the Representation of Violence Pearl, Paducah, Jonesboro, Springfield, Littleton, Santee, Red Lake and Blacksburg, to name but a few of the more infamous.. Yet some of these place names misidentify the community suffering the immediate impact and the long aftereffects of the violence. Heath lies on the western outskirts of Paduc

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Young People, Ethical Sex and Violence Preventionhe fact that young people self-report high levels of violence in early dating relationships. Historically this area has tended to be ignored in most personal development curricula and when it has been acknowledged, anti-violence workers from victim services have often been brought in to provide inpu

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Conclusions: Rethinking School Violence: Implications for Theory, Policy and Practiceand foundational to each of the chapters has been the importance of reconceptualising school violence through the lens of socio-cultural, political and historical discourses that impact on the ways in which violence is constructed, understood and situated. As discussed in the introduction to this bo

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Introduction: The Case for Rethinking School Violenceate and generally reflect the philosophical and ideological underpinnings of particular disciplinary fields. Contributors to this book locate their work within a broad sociocultural research tradition, informed by fields as diverse as sociology, anthropology, education, criminology and literary, media and cultural studies.