School Violence in International Contexts: Perspectives from Educational Leaders Without Borders

ISBN-13: 9783030174842 / Angielski / Miękka / 2020 / 243 str.

Rosemary Papa

Spis treści

PART I: ELWB Hero Scholars World-wide Research on Violence in Schools

 [Authors are in alphabetic order]

 

Title: Violence Palestine and Israel

Khalid Arar khalidarr@gmail.com; Arar_h@mla.ac.il

The author will choose between two cases: one is the killing of a high school principal in his office, two days before the school year opening [still need an English-America sexy title] and the other is a Palestinian school in Jerusalem in a war zone engaging instant confect and resistance to the Israeli police forces and soldiers. With each of the different cases I might pick up c-authors to be engaged in data collection and empowered by sharing in publication.

 

Title: Violence in Nigerian Schools 

Ntasiobi Igu nneigu08@gmail.com and Francisca N. Ogba   joefrank8n@yahoo.com

Violence in Nigeria will be focused on all the social cultural and religious bias towards Western education and girls in particular.

 

Title: Investigation of aggression and belligerence in Greek primary and secondary schools

Evangeloula Papadatou sissipanagiota@gmail.com and Anna Saiti  asaiti@hua.gr             

Aggression and student attitude experienced by teachers as belligerence in Greek schools will be  explored.

 

Title: The geographies of state terror in México: Rurality, brutality and the repression of teachers and students.

Marta Sanchez sanchezm@uncw.edu

This chapter explores space as an actor in the repression of teachers and will explore two cases in two states, Oaxaca and Michoacán.

 

 

PART II: ELWB Doctoral Students who are School Practitioners Bravely Expressing in Protection of Children

Title: School Safety Upgrades and Perceptions of Safety Protocols in Prevention of School Shootings

Cain Jagodzinski cjagodzinski@fhusd.org          

Findings on a recent study on school safety upgrades and protocols and their prevention on school shootings. The perceptions of parents, teachers and support staff were examined and results are shared for other school districts to consider.

Title: Training Components for Response trainings for high school campuses related to serious violence occurring from outside intruders           

Sandy Harris drsandy@flash.net, J. Kenneth “Ken” Young             jkyoung1@lamar.edu, and Sean Walker            seanwalker.info@gmail.com  

In this descriptive study response-training components for faculty and staff in the event of serious school violence occurring from outsiders on Texas high school campuses were identified. Through simple random sampling, 82 Texas high school principals completed a 20-item survey. The findings revealed that a majority of responding principals held response-training, with the assistance of local law enforcement, documented the training, and conducted them annually. However, gaps were apparent in the areas of knowledge of national training standards and the overall percentage of respondents who reported that all of their full-time teachers had been trained. An increase in required training and improved education related to campus safety were among the implications for practice.

 

PART III: ELWB Hero Scholars/Practitioners Research on Issues of Violence in Schools

Title: School Administrator Perceptions on the Effectiveness of School Violence Prevention Measures.

Dixie Abernathy abernathyd@queens.edu 

School administrator perceptions of school safety preventative measures, including an examination of the progression of preventative measures nationwide and the impact each of these did or could have made with actual school shooting events.

Title: School District Liability in the Face of School Shootings

David Alexander mdavid@vt.edu & Jennifer Sughrue  jsughrue@fgcu.edu           

Insurance for school districts has seen an exponential growth as more and more school shootings have occurred in the US. This chapter will discuss the legal parameters now placed on school district liability.

 

Title: USA researchers to increase their research efforts regarding gun safety and violence in our schools

Dan Eadens Daniel.Eadens@nau.edu and BK Kadhi jkadam@fau.edu                             

Ubiquitous gun violence requires research that identifies how schools are kept safe from guns.     

Title: Second Amendment Rights and Gun Violence

Jay Heffron heffron@soka.edu

A paper that places our second amendment rights at the heart of domestic gun violence in general and school violence in particular, one that locates these pathologies psychologically in a regression to savagery, on the one hand, and “regeneration through violence,” or more accurately counter-violence, on the other.

 

Title: What We Talk About When We Talk to Our Sons

Zachary Jernigan Jerniganzachary@gmail.com

This is intended as a first-person father's perspective on gun violence and the underlying interactions between parents and sons that encourage violent responses to fear and marginalization.

 

Title: Contemporary Society and the Phenomenon of School Shootings in the United States: A

Review of the Literature        

Eileen Johnson johnso10@oakland.edu

This chapter provides a systematic review of literature investigating the phenomenon of school shootings in the United States.  Anticipated (a priori) themes include the impact of school climate; social media and cyber bullying; declining mental health services in schools and communities; fetishizing guns in contemporary media and society. 

 

Title: The Pros and Cons of Arming Teachers and Principals in Schools

Glenn Koonce glenkoo@regent.edu

There are already armed teachers and principals in schools and a call for more in various locations across the nation. More important is the stronger call recommending training for school teachers and principals who may or may not want to be armed while in their school. What is the correct course of action to address this issue?

Title: School Leaders’ Caring for Community while Addressing Fear, Moral Panic, and Control          

Jane Lindle jlindle@clemson.edu

Security is a sacred trust in schooling; fundamental to learning, and tied to access, equity, and achievement for families and communities. School leaders have to achieve the balance of safety and sense of community while mediating communities’ concerns, assets, and disagreements. Each day in school rests on a fulcrum of individual needs and rights alongside groups’ expectations, goals, and rights. School leaders must navigate the daily churn with a clear focus on balancing risks inherent in learning and safety.

 

Title: Gun Related Violence Evidence at School Sites Located Inside and Outside of the United States

Laura Metcalfe lauram973@gmail.com 

This chapter will outline gun related violence and related research that outlines what has taken place at school sites inside and outside of the United States. Researchers have historically not been eligible for funding for this type of inquiry due to strict National Rifle Association (NRA) influence on American gun policy in the political arena. An increase in research in this area, for all schools located in the United States and beyond, will benefit from these invaluable findings that may influence local, national, and political school safety decisions for years to come.

 

Title: Peer Bullying and Mental Health

Sandra Poirier             Sandra.Poirier@mtsu.edu

I have an idea for a paper on peer bullying and mental health and how this issue is largely ignored by health professionals but should be a significant risk factor for physical and mental health.

 

Title: School Safety Awareness and Preparation in Rural, Urban, and Suburban School Districts in the United States

Denise P. Simmons denise.simmons@mwsu.edu

School safety discussed by geographic placement of schools and how to prepare for the unpreparable.

 

 

 

 

 

 

O autorze

Dr. Rosemary Papa is currently a Professor of Comparative & International Education and Leadership at Soka University in Aliso Viejo, CA, USA. Prior to this position, she served as The Del and Jewel Lewis Endowed Chair in Learning Centered Leadership and Professor of Education Leadership in the College of Education at Northern Arizona University- a position she had held since 2007. She has been an active member of the National Council of Professors of Educational Administration (NCPEA) since her first summer conference, Chadron Nebraska, in 1987. In 1991-92, she served as the first female President of NCPEA and was the 2003 recipient of the NCPEA Living Legend Award. In 2000 she founded and serves as Editor of the eJEP: Journal of Education Policy, one of the first open access, free, blind-peer reviewed journals in the world. In 2004, she was the recipient of the Outstanding Teacher Award from the College of Education at California State University, Sacramento. Her record of publications includes thirteen books, numerous book chapters, monographs and over eighty referred journal articles. 

Blurb

This international edited volume is a rare look at cultural, economic and political forces that contribute to school violence. In light of the devastating events in US schools and the violence towards students and schools world-wide, the war on knowledge development in non/secular education is increasing at an alarming rate. This book offers an international perspective on violence from both K-12 to tertiary levels, parents, administrators/teachers/support staff, and research scholars in a desire to understand the contextual issues surrounding violence and its impacts on the field of education. ELWB Scholars and practitioners hailing from six continents propose historical to futuristic perspectives linking violence towards education and its inhabitants, while framing future strategies to alter multinational fear mongering to the decline of knowledge generation for an informed citizenry.