The Wiley Handbook on Violence in Education E-Book

• Herausgeber: John Wiley & Sons
• Kategorie: Bildung
• Serie: Wiley Handbooks in Education
• Sprache: Englisch

Seitenzahl: 1509

Veröffentlichungsjahr: 2018

Beschreibung

In this comprehensive, multidisciplinary volume, experts from a wide range fields explore violence in education's different forms, contributing factors, and contextual nature. With contributions from noted experts in a wide-range of scholarly and professional fields, The Wiley Handbook on Violence in Education offers original research and essays that address the troubling issue of violence in education. The authors show the different forms that violence takes in educational contexts, explore the factors that contribute to violence, and provide innovative perspectives and approaches for prevention and response. This multidisciplinary volume presents a range of rigorous research that examines violence from both micro- and macro- approaches. In its twenty-nine chapters, this comprehensive volume's fifty-nine contributors, representing thirty-three universities from the United States and six other countries, examines violence's distinctive forms and contributing factors. This much-needed volume: * Addresses the complexities of violence in education with essays from experts in the fields of sociology, psychology, criminology, education, disabilities studies, forensic psychology, philosophy, and critical theory * Explores the many forms of school violence including physical, verbal, linguistic, social, legal, religious, political, structural, and symbolic violence * Reveals violence in education's stratified nature in order to achieve a deeper understanding of the problem * Demonstrates how violence in education is deeply situated in schools, communities, and the broader society and culture * Offers new perspectives and proposals for prevention and response The Wiley Handbook on Violence in Education is designed to help researchers, educators, policy makers, and community leaders understand violence in educational settings and offers innovative, effective approaches to this difficult challenge.

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The Wiley Handbook on Violence in Education: Forms, Factors, and Preventions by Harvey Shapiro (Editor)

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The Wiley International Handbook of Educational Leadership by Duncan Waite (Editor) and Ira Bogotch (Editor)

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The Wiley Handbook of Home Education by Milton Gaither (Editor)

The Wiley Handbook of Cognition and Assessment: Frameworks, Methodologies, and Applications by Andre A. Rupp (Editor) and Jacqueline P. Leighton (Editor)

The Wiley Handbook of Learning Technology by Nick Rushby (Editor) and Dan Surry (Editor)

The Wiley Handbook on Violence in Education

Forms, Factors, and Preventions

Edited by Harvey Shapiro

This edition first published 2018© 2018 John Wiley & Sons, Inc.

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Notes on the Editors

Book Editor

Harvey Shapiro, PhD, is Clinical Associate Professor in the Graduate School of Education of the College of Professional Studies at Northeastern University. His primary areas of scholarship are interpretations of violence in education, ethical leadership, interdisciplinarity, the philosophies of Giorgio Agamben, Jacques Derrida, and John Dewey, and modern Hebrew literature. In addition to his work that has appeared in Educational Theory, Educational Philosophy and Theory, the Philosophy of Education Society Yearbook, the International Journal of Jewish Education Research, Jewish Education, Shofar: An Interdisciplinary Journal of Jewish Studies, and the Journal of Modern Jewish Studies, he is the author of Educational Theory and Jewish Studies in Conversation: From Volozhin to Bucascz (Lexington Books, 2013). Prior to his appointment at Northeastern University in 2008, Dr. Shapiro served as Dean of the Graduate School of Education at Hebrew College in Newton, Massachusetts, principal of Cohen Hillel Academy in Marblehead, Massachusetts, principal of the Stephen S. Wise Middle School in Los Angeles, California, and Director of the UAHC Swig Camp Institute in Saratoga, California.

Section 2 Editor, “Group and Gang Violence in Education”

Emily E. Tanner‐Smith, PhD, is an Associate Professor in the Department of Counseling Psychology and Human Services at the University of Oregon. Her research focuses broadly on adolescent development, and seeks to identify effective programs and policies for promoting healthy youth development. As an applied research methodologist with emphasis in systematic reviewing and meta‐analysis, her recent work has focused on the social epidemiology, prevention, and treatment of adolescent substance use and delinquency. Her recent research appears in the Journal of Developmental and Life‐course Criminology, Journal of Youth and Adolescence, Prevention Science, and Review of Educational Research.

Section 3 Editor, “Bullying, Sexual Violence, and Suicide in Education”

Dorothy L. Espelage, PhD, is Professor of Psychology at the University of Florida. She is the recipient of the APA Lifetime Achievement Award in Prevention Science and the 2016 APA Award for Distinguished Contributions to Research in Public Policy, and is a Fellow of APS, APA, and AERA. She earned her PhD in Counseling Psychology from Indiana University in 1997. Over the last 22 years, she has authored over 170 peer‐ reviewed articles, six edited books, and 70 chapters on bullying, homophobic teasing, sexual harassment, dating violence, and gang violence. Her research focuses on translating empirical findings into prevention and intervention programming and she has secured over $10 million of external funding.

Notes on Contributors

Lynn A. Addington, PhD, is a professor in the Department of Justice, Law, and Criminology at American University. Her research focuses on violent victimization with an emphasis on adolescents and school environments. Her recent publications have appeared in American Behavioral Scientist, Homicide Studies, Journal of Quantitative Criminology, Justice Quarterly, and Trauma, Violence and Abuse. She is the coeditor (with James P. Lynch) of Understanding Crime Statistics: Revisiting the Divergence of the NCVS and UCR (2007).

Anastasia Alexis received her EdM in Counseling Psychology, with a concentration in School Counseling, from Boston University’s School of Education. She also holds a BA in Social Work from the University of Southern Maine. Anastasia’s research interests include the impact of shame, stigma, and vulnerability on adolescent development, particularly within minority populations.

Chelsey Bowman, EdM, is a doctoral student in Counseling Psychology at Boston University School of Education. As a member of the Social Adjustment and Bullying Prevention Lab, Chelsey researches the impact of a range of victimization forms, including bullying, dating violence, and sexual assault, on the health and well‐being of K–12 and college students. She intends to utilize her research to develop, inform, and enhance prevention programs and counseling services for adolescents and young adults.

Deron Boyles, PhD, is Professor of Philosophy of Education in the Department of Educational Policy Studies at Georgia State University. His research interests include school commercialism, epistemology, critical pedagogy, and the philosophy of John Dewey. His work has been published in such journals as Social Epistemology, Journal of Thought, Education & Culture, Philosophical Studies in Education, Inter‐American Journal of Philosophy, Educational Foundations, Journal of Curriculum Theory, and History of Education.

Kristeen Cherney, MA, is a PhD student in Rhetoric and Composition at Georgia State University, where she also teaches first‐year writing courses with themes of literacy and primary research. Her research interests include disability studies, literacy studies, archival research methods, and activist rhetorics. Cherney’s work has been featured in Praxis: A Writing Center Journal and The Digital Rhetoric Collaborative. Her dissertation aims to investigate the intersections between autism rhetorics and literacy studies.

Kendra J. Clark, BS, is a doctoral student in sociology at the University of Colorado Boulder. She is also affiliated with the Institute of Behavioral Science at the University of Colorado Boulder. Her work is concentrated in the area of crime and deviance, with specific research interests in gangs, juveniles, incarceration, and restrictive housing.

Nadine M. Connell, PhD, is an Assistant Professor of Criminology in the School of Economic, Political and Policy Sciences at the University of Texas at Dallas. Her research has been published in several peer‐reviewed journals, such as Youth Violence and Juvenile Justice and the American Journal of Public Health. Her research interests include school violence, juvenile delinquency prevention, program and policy evaluation, and capital punishment.

Dewey G. Cornell, PhD, is a forensic clinical psychologist who holds the Linda Bunker Chair as Professor of Education in the Curry School of Education at the University of Virginia. Dr. Cornell has authored more than 200 publications in psychology and education, including studies of school climate and safety, bullying, and threat assessment. He is principal developer of the Virginia Student Threat Assessment Guidelines and the Authoritative School Climate Survey.

Hilary Cremin, PhD, is a Senior Lecturer at the Faculty of Education, University of Cambridge. She researches and teaches peacebuilding, in and through education, in settings in the United Kingdom and elsewhere. She has worked in the public, private, and voluntary sector as a schoolteacher, educational consultant, project coordinator, and academic. Hilary has been the principal investigator in a number of prestigious externally funded research projects, and has published her work extensively over a number of years. Her latest book, with Terence Bevington, is Positive Peace in Schools: Tackling Conflict and Creating a Culture of Peace in the Classroom (2017).

F. Chris Curran, PhD, is an Assistant Professor of Public Policy at the University of Maryland, Baltimore County (UMBC) School of Public Policy. His research focuses on issues of school discipline and safety, early elementary education, and teacher labor markets.

Lisa De La Rue, PhD, is an Assistant Professor in the Department of Counseling Psychology at the University of San Francisco. Her research is informed by ecological frameworks that seek to delineate the gendered, cultural, and contextual associations between trauma, interpersonal violence, and adolescent risk behavior. She is also engaged in research in the area of school‐based interventions, and looking at ways to empower youth‐led activism.

Dorothy L. Espelage, PhD, is Professor of Psychology at the University of Florida. She is the recipient of the APA Lifetime Achievement Award in Prevention Science and the 2016 APA Award for Distinguished Contributions to Research in Public Policy, and is a Fellow of APS, APA, and AERA. She earned her PhD in Counseling Psychology from Indiana University in 1997. Over the last 22 years, she has authored over 170 peer‐ reviewed articles, six edited books, and 70 chapters on bullying, homophobic teasing, sexual harassment, dating violence, and gang violence. Her research focuses on translating empirical findings into prevention and intervention programming and she has secured over $7 million of external funding.

Joey Nuñez Estrada Jr., PhD, is an Assistant Professor at San Diego State University. Research interests include street gang culture, school violence, school‐based intervention, resiliency, and youth empowerment. He specializes in data‐driven school‐based models to reduce gang activity and school violence. His work has been published in major academic journals and he is a recipient of the American Educational Research Association (AERA) Division E Counseling and Human Development Outstanding Research in Counseling Award.

Katherine Evans is an Assistant Professor of Education at Eastern Mennonite University, teaching courses in special education, restorative justice, and educational theory. With a PhD in Educational Psychology and Research from the University of Tennessee, her research, teaching, and scholarship focus on the ways in which restorative justice in education can supplant zero tolerance policies and exclusionary school discipline practices.

Michael E. Ezell, PhD, is Associate Professor of Sociology at Northern Illinois University. His research interests include serious youthful offenders, life course criminology, victimization, and quantitative methods. He is the author of Desisting from Crime: Continuity and Change in Long‐Term Crime Patterns of Serious Chronic Offenders. His other publications have appeared in Journal of Research in Crime and Delinquency, Crime & Delinquency, Homicide Studies, Law & Society Review, and Sociological Methodology.

Benjamin W. Fisher, PhD, is an Assistant Professor in the Department of Criminal Justice at the University of Louisville. Broadly, his research focuses on issues related to school safety, with particular emphases on the impacts of school security measures, exclusionary school discipline, and school climate, as well as inequalities within these areas of focus.

Anjali J. Forber‐Pratt, PhD, is an Assistant Professor in the Department of Human and Organizational Development at Vanderbilt University. Her research looks at issues related to identity development, school safety, social‐emotional learning, gangs in schools, and school climate particularly for individuals who are different in some way, with a large focus on disability. She was recognized as a White House Champion of Change in 2013 for her work for persons with disabilities.

James Alan Fox, PhD, is the Lipman Family Professor of Criminology, Law, and Public Policy at Northeastern University. He has written 18 books, including Violence and Security on Campus: From Preschool through College. He has published widely in both scholarly and popular outlets, and, as a member of its Board of Contributors, his column appears regularly in USA Today. He also served on President Clinton’s advisory committee on school shootings and on the US Department of Education expert panel on Safe, Disciplined and Drug‐Free Schools.

Emma E. Fridel, BA, BS, is a doctoral student in the School of Criminology and Criminal Justice at Northeastern University, specializing in the area of atypical homicide. She received a BS in Biology and a BA in Chinese from Duke University.

Joseph H. Gardella, MS, is a graduate student in a PhD program in the Department of Human and Organizational Development at Vanderbilt University. He is a community psychologist who focuses on education settings with particular attention to behavior management and violence prevention in schools that implement prosocial approaches to education.

Alex Guilherme, PhD, works in the School of Humanities, Pontifícia Universidade Católica do Rio Grande do Sul, Porto Alegre, Brazil. He is the leader of a research group registered with the Brazilian Ministry of Education focusing on education and violence. He has published extensively on Martin Buber, dialogue, and peace education. He is the coauthor of Buber and Education: Dialogue as Conflict Resolution (2014) and of New Perspectives in Philosophy of Education (2013).

Danielle Guttman, PhD, NCSP, is a school psychologist in Aldine Independent School District in Houston, Texas. She conducts psychological evaluations for special education eligibility and consults with school staff to address behavioral concerns in the classroom. She was formerly a postdoctoral research associate at the Alberti Center for Bullying Abuse Prevention at the University at Buffalo, the State University of New York. Her research interests include school‐wide prevention approaches and social‐emotional learning.

Edwin Hernandez, MA, is a doctoral candidate in the Social Science and Comparative Education program and a research associate at the Institute for Immigration, Globalization, and Education at UCLA’s Graduate School of Education & Information Studies. His research interests include issues around access and equity for low‐income and minority youth, with a focus on how school culture shapes students’ experiences in urban schools and the role of institutional agents in the educational trajectory of underrepresented students.

Richard Hernandez, MS, is a first‐year doctoral student at the University of Texas at Dallas. His research interests revolve around police behavior, juvenile delinquency, and life‐course criminology.

Robert A. Hernandez, MSW, University of Southern California, has research interests that include vulnerable youth populations, adolescent social issues, adolescent gang intervention, strength‐based resiliency, and youth empowerment models of practice. In particular, his work examines risk and protective factors within communities that are associated with vulnerable youth populations residing in trauma‐exposed communities. He has focused on advancing marginalized populations through a range of practice approaches addressing violence‐related trauma through violence reduction, prevention, and intervention strategies.

Melissa K. Holt, PhD, is an Assistant Professor of Counseling Psychology at Boston University’s School of Education. She co‐leads the Social Adjustment and Bullying Prevention Lab, and has particular expertise in the relation between bullying and suicide. More broadly, Dr. Holt’s research focuses on how victimization at school, at home, and in the community affects youth functioning in multiple domains.

Jun Sung Hong, PhD, is an Assistant Professor at Wayne State University, School of Social Work in Detroit, Michigan and at Sungkyunkwan University, Department of Social Welfare in Seoul, South Korea. His research interests are school violence (bullying/peer victimization), school‐based intervention, juvenile delinquency, child welfare, and cultural competency in social work practice.

Adrian H. Huerta, PhD, is a Provost’s Postdoctoral Scholar in the Rossier School of Education at the University of Southern California Pullias Center for Higher Education. He has published his work in Journal of College Student Development, Journal of the First‐Year Experience & Students in Transition, and Journal of Latino/Latin American Studies. Adrian’s research area connects college access, gangs, and school discipline for Latino male students using qualitative methods.

Sheila M. Katz, PhD, is an Assistant Professor in the Department of Sociology at the University of Houston. Her qualitative sociological research focuses on gender, poverty, domestic violence, inequalities, grassroots activism, reproductive justice, and higher education. Her first book, Reformed American Dreams: Welfare Mothers, Higher Education, and Activism, will be published by Rutgers University Press in 2018. She serves on the boards of the National Center for Student Parent Programs and the journal Social Problems.

Gabriel Keehn, BS, is a doctoral student in educational policy at Georgia State University. His main areas of interest are in the philosophy of education, particularly the political aspects of educational philosophy. He has also worked on Plato, recent Continental theory, and Lacan. His dissertation focuses on the theory and history of individualist‐anarchist education.

Douglas Kellner, PhD, is George Kneller Chair in the Philosophy of Education at UCLA and is author of many books on social theory, politics, history, culture, and education, including Herbert Marcuse and the Crisis of Marxism, Camera Politica, Critical Theory, Marxism, and Modernity; Jean Baudrillard: From Marxism to Postmodernism and Beyond; works in social theory and cultural studies such as media culture; a trilogy of books on postmodern theory with Steve Best; and a trilogy of books on the media and the Bush administration. His most recent books are Media Spectacle and Insurrection, 2011: From the Arab Uprisings to Occupy Everywhere and American Nightmare: Donald Trump, Media Spectacle, and Authoritarian Populism.

Sang Hyun Kim, PhD, is Assistant Professor of Philosophy of Education in the Department of Education at Kyungpook National University. His primary areas of scholarship are ethics and education, democratic education, and authority and freedom in education.

Steve W. Kim, MSW, is cofounder of Project Kinship, a non‐profit organization in Orange County, California that aims to promote hope, health and well‐being among formerly incarcerated individuals and their families. He has dedicated his life to serving marginalized populations impacted by root causes of trauma and focuses on school‐based and re‐entry services. He is highly regarded for human rights work in the field of forensic social work and leads a multidisciplinary team on capital cases.

Ralph W. Larkin, PhD, is an Adjunct Professor of Sociology at John Jay College of Criminal Justice. He has published three books: Suburban Youth and Cultural Crisis (1979), Beyond Revolution: A New Theory of Social Movements (with Daniel Foss, 1986), and Comprehending Columbine (2007). He has published articles on education, youth, sociology of religion, and social movements. He also has published several articles about Columbine and rampage shootings.

Jeoung Min Lee, MS, MSW, is a doctoral student in the School of Social Work at Wayne State University, Detroit, Michigan. She is interested in risk/protective factors associated with bullying and school‐based bullying prevention and intervention programs.

Jessica Nina Lester is an Assistant Professor of Inquiry Methodology in the School of Education at Indiana University. She teaches research methods courses and focuses a good deal of her research on the study and development of qualitative methodologies. She situates much of her research within discourse studies and disability studies, with a particular focus on education and mental health contexts.

Patricia L. Maarhuis, PhD, is a researcher, educator, and artist at Washington State University in Health and Wellness Services. Her publications include chapters in the Handbook of Research on the Facilitation of Civic Engagement through Community Art (2017) and Poetic Inquiry II: Seeing, Understanding and Caring (2015), and coauthored articles on high‐risk health behaviors (Addictive Behaviors Journal, 2017). Patricia has exhibited arts‐informed research nationally and internationally. She studied at Washington State University and Western Washington University.

Laura J. McGuire, EdD, earned her doctorate in Educational Leadership for Change from Fielding Graduate University. Her dissertation, “Seen but Not Heard: Pathways to Improve Inclusion of LGBT Persons and Sexual Trauma Survivors in Sexual Health Education,” addressed the marginalization of sexual minorities in health education internationally. She was the first Sexual Violence Prevention and Education Program Manager at the University of Houston. She writes, consults, and teaches on sexual health education and sexual trauma recovery.

Justine Medrano, MS, earned her Master of Science in Criminology from the University of Texas at Dallas and is currently pursuing a Master of Science in Psychology. Her research interests include corrections, re‐entry, juvenile delinquency, and co‐occurring disorders. She hopes to be a mental health professional focusing on re‐entry issues.

Claudia Mitchell, PhD, is a James McGill Professor in the Faculty of Education, McGill University where she is the Director of the McGill Institute for Human Development and Well‐being. She is also Honorary Professor at the University of KwaZulu‐Natal. She was awarded the 2016 SSHRC Gold Medal for the impact of her international research on girlhood studies, youth sexuality and HIV and AIDS, gender violence, and teacher identity. She is a cofounder and editor‐in‐chief of the award‐winning journal Girlhood Studies: An Interdisciplinary Journal.

Relebohile Moletsane, PhD, is Professor in the School of Education, University of KwaZulu‐Natal in Durban, South Africa where she focuses on rural education, sexual and reproductive health education, and girls’ education. She is the co‐principal investigator (with Claudia Mitchell) on the Networks for Change and Wellbeing project (www.networks4change.co.za/). She is the author of the research report The Need for Quality Sexual and Reproductive Health Education to Address Barriers to Girls’ Educational Outcomes in South Africa, which she completed as a 2014 Echidna Global Scholar at the Brookings Institution’s Centre for Universal Education.

Alyssa Murphy, BA, is a master’s student at Boston University’s School of Education, where she is enrolled in the Counseling Psychology program with concentrations in School Counseling and Child and Adolescent Mental Health Counseling. She earned a BA in Psychology from The College of the Holy Cross in 2012. Alyssa is particularly interested in the availability and use of mental health services in K–12 schools.

Amanda Nickerson, PhD, NCSP, is a professor of school psychology and director of the Alberti Center for Bullying Abuse Prevention at the University at Buffalo, the State University of New York. Her research focuses on school violence and bullying, and the critical role of schools, peers, and families in preventing violence and building social‐emotional strengths of youth. She has published more than 85 journal articles and book chapters, and written or edited five books.

Elizabethe Payne, PhD, is Director of the Queering Education Research Institute© (QuERI), currently housed at Hunter College, CUNY. She is a Distinguished Lecturer at Hunter, and a sociologist of education specializing in LGBTQ issues. She has worked on New York State anti‐bullying policy and with the US Department of Justice on the application of Title IX to LGBT student anti‐harassment cases. She founded QuERI in 2006. For more information, see www.queeringeducation.org.

F. Alvin Pearman II, PhD, is Assistant Professor of Urban Education in the Center for Urban Education at the University of Pittsburgh. His research focuses on the intersection of urban schooling, social inequality, and racial stratification. His current research on education examines the impact of city‐wide income inequality on schooling outcomes, the influence of neighborhood gentrification on disciplinary patterns in schools, and the role of neighborhood environments in shaping the efficacy of early‐childhood interventions.

Margaret Price, PhD, is Associate Professor of English at Ohio State University. Her research interests within rhetoric and composition include discourse analysis, disability studies, and digital composition. Her book, Mad at School: Rhetorics of Mental Disability and Academic Life, was published by University of Michigan Press in 2011. Price also publishes scholarly articles, creative essays, fiction, and poetry in venues including College Composition and Communication, Profession, Disability Studies Quarterly, Bitch: Feminist Response to Pop Culture, and Ms. magazine.

David C. Pyrooz, PhD, is Assistant Professor of Sociology and Faculty Associate of the Institute of Behavioral Science at the University of Colorado Boulder. He studies gangs and criminal networks, life course and developmental criminology, and incarceration and re‐entry. He is the author of Confronting Gangs: Crime and Community and the editor of the Handbook of Gangs.

David Ragland, PhD, is the codirector and cofounder of the Truth Telling Project of Ferguson, MO. He has been a board member for the Peace and Justice Association, a United Nations representative for the International Peace Research Association, and a professor at the United Nations Mandated University for Peace. His interests as a researcher and activist include the Black Lives Matter Movement, police brutality, racism, and the intersection of race, law, and power.

Ryan Randa, PhD, is an Assistant Professor of Criminal Justice and Criminology at Sam Houston State University. His research interests include fear of crime, victimization, and influences on adaptive behaviors. His recent work in this area has appeared in Crime and Delinquency, Journal of Criminal Justice, Youth Violence and Juvenile Justice, Victims and Offenders, and Security Journal.

Jordan Riddell, BA, is a graduate assistant at the University of Texas at Dallas and is working on completing his Master of Science in Criminology. His research interests include juvenile delinquency and antisocial behavior.

Richard Riner is doctoral student in the Criminology Program at the University of Texas at Dallas. His research interests revolve around policing policy, domestic violence, and procedural justice.

Shannon Robinson is a doctoral student in Philosophy of Education in the Department of Educational Studies at The Ohio State University. Her primary interests are social justice, liberal education, ethics, and educational policy.

A.G. Rud, PhD, is Distinguished Professor at Washington State University. His books include Albert Schweitzer’s Legacy for Education (2011), and he has coedited The Educational Significance of Human and Non‐Human Animal Interactions: Blurring the Species Line (2016), Teaching with Reverence: Reviving an Ancient Virtue for Today’s Schools (2012), and John Dewey at 150: Reflections for a New Century (2009). Rud has two coedited books and a coauthored book forthcoming. He was educated at Dartmouth College and Northwestern University.

Claudia W. Ruitenberg, PhD, is an Associate Professor in the Department of Educational Studies at the University of British Columbia. She is the author of Unlocking the World: Education in an Ethic of Hospitality (2015), coeditor (with D.C. Phillips) of Education, Culture and Epistemological Diversity: Mapping a Disputed Terrain (2012), and editor of (among other titles) Reconceptualizing Study in Educational Discourse and Practice (2017). From May 2017 she will be Academic Director of UBC Vantage College, an innovative program for international first‐year students.

Harvey Shapiro, PhD, is Clinical Associate Professor in the Graduate School of Education of the College of Professional Studies at Northeastern University. His primary areas of scholarship are interpretations of violence in education, interdisciplinarity, the philosophies of Giorgio Agamben, Jacques Derrida, and John Dewey, and modern Hebrew literature. In addition to his work that has appeared in Educational Theory, Educational Philosophy and Theory, the Philosophy of Education Society Yearbook, the International Journal of Jewish Education Research, Jewish Education, Shofar: An Interdisciplinary Journal of Jewish Studies, and the Journal of Modern Jewish Studies, he is the author of Educational Theory and Jewish Studies in Conversation: From Volozhin to Bucascz (Lexington Books, 2013). Prior to his appointment at Northeastern University in 2008, Dr. Shapiro served as Dean of the Graduate School of Education at Hebrew College in Newton, Massachusetts, principal of Cohen Hillel Academy in Marblehead, Massachusetts, principal of the Stephen S. Wise Middle School in Los Angeles, California, and Director of the UAHC Swig Camp Institute in Saratoga, California.

Amy Shuffelton, PhD, is Associate Professor of Cultural and Educational Policy Studies at Loyola University Chicago. Her research interests include democratic education, the role of parents in the public sphere, and gun violence in schools.

Melissa J. Smith, PhD, is Assistant Professor of English Education at University of Central Arkansas and Assistant Director of Research at the Queering Education Research Institute© (QuERI). Her research interests include teacher ally identity and social justice English education. She has also published research about educators’ responses to LGBTQ‐inclusive professional development and educators’ experiences working with transgender elementary school students.

Emily E. Tanner‐Smith, PhD, is an Associate Professor in the Department of Counseling Psychology and Human Services at the University of Oregon. Her research focuses broadly on adolescent development, and seeks to identify effective programs and policies for promoting healthy youth development. As an applied research methodologist with emphasis in systematic reviewing and meta‐analysis, her recent work has focused on the social epidemiology, prevention, and treatment of adolescent substance use and delinquency. Her recent research appears in the Journal of Developmental and Life‐course Criminology, Journal of Youth and Adolescence, Prevention Science, and Review of Educational Research.

Samantha VanHout is a doctoral student in the Counseling Psychology/School Psychology Program at the University at Buffalo, the State University of New York. She received her bachelor’s degree in psychology with a minor in counseling from Ithaca College. Her clinical and research interests include school crisis prevention, bullying, childhood trauma, and parent–child attachment.

Bryan R. Warnick, PhD, is Professor of Philosophy of Education in the Department of Educational Studies at The Ohio State University. His primary areas of scholarship focus on questions related to ethical and political aspects of education, learning theory, and educational technology.

Michalinos Zembylas, PhD, is Professor of Educational Theory and Curriculum Studies at the Open University of Cyprus. He is Visiting Professor and Research Fellow at the Institute for Reconciliation and Social Justice, University of the Free State, South Africa and at the Centre for Critical Studies in Higher Education Transformation at Nelson Mandela Metropolitan University. He has written extensively on emotion and affect in relation to social justice pedagogies, intercultural and peace education, human rights education, and citizenship education.

Acknowledgments

I would like to thank Emily Tanner‐Smith, an expert on adolescent delinquency, school crime, substance use, adolescent behavior, and applied research methods, for serving as editor of Section 2, “Group and Gang Violence in Education.” I would also like to thank Dorothy L. Espelage, an expert on bullying, homophobic teasing, sexual harassment, and dating violence, for serving as editor of Section 3, “Bullying, Sexual Violence, and Suicide in Education.” It has been a privilege to have them as colleagues in the creation of this book. I would also like to express my gratitude to the 59 contributors, representing a wide range of specializations, for their excellent chapters and for their continued scholarship and work to make learning, growth, support, community, care, and safety hallmarks of education. Finally, I would like to thank the College of Professional Studies at Northeastern University for its encouragement and support throughout this project.

Introduction: Context, Form, Prevention, and Response: A Multidisciplinary Approach to Violence in Education

Harvey Shapiro

Violence in education has reached new levels of frequency and lethality in recent decades, as have the intensity and reach of the alarming media spectacles of violent incidents and their aftermaths. The violence in education that we have witnessed points to a crying need to understand and come to terms with its multiple forms and contextual factors as we address a continuing dilemma: We want our schools to be places of learning, inspiration, community building, and growth. Yet, how do we pursue these aspirations in the context of increasing security measures that can foster more tension and even confrontational school climates? We hope the Handbook on Violence in Education: Forms, Factors, and Preventions, in providing a multidisciplinary understanding of violence in education, will help educators, policy makers, and community leaders respond to this difficult entanglement of educational purpose and security.

The phenomenon of violence is fraught with complexity and dissensus on how to prevent and respond to it (Bernstein 2013). And, there is no universally accepted way to interpret it, categorize it, or to understand the relationships among its wide range of forms, including physical, verbal, linguistic, social, legal, religious, political, structural, and symbolic violence, to name but some. Moreover, there is no scholarly consensus on whether violence is increasing or decreasing. Of course, this unsettled nature of discourse on violence is long‐standing: “The problems of violence still remain very obscure” (Sorel 1925, 47). French philosopher George Sorel’s oft‐quoted 1906 remark, invoked in Hannah Arendt’s 1969 iconic On Violence (1969), has enduring veracity, challenging our thinking, research, and efforts to respond. Thus, discussions on violence continue to intensify.

Rather than seeking a singular definition or proposing universal responses and prevention measures, however, the very structure of this volume reflects violence’s phenomenological heterogeneity – the plurality of its forms and contributing factors. While the book’s framework honors the centripetal semantic force of the word “violence,” it also demonstrates its multiple usages across contexts. There is, then, a common attribution of “violent” to experiences of rampage and targeted school shootings, group and gang violence, bullying, cyberbullying, sexual violence, domestic abuse, and suicide. It will be argued, furthermore, that even education’s systemic oppression, marginalizations, and exclusions can be considered violent. Therefore, we consider and explicate this paradox of violence’s phenomenological, formal divergence and its conceptual, semantic convergence.

In examining the vast and pressing subject of violence in education, we address two variables: The distinctive forms of violence in education and common factors that traverse these forms. Violence, indeed, has multiple prevalent forms. While we show relationships between these distinctive forms, we also provide nuanced inquiries into each form’s particular dynamics, risks, and contexts, as well as into response and prevention measures. At the same time, despite the multiplicity of forms, we consider their common factors: The individual, the community, race and racism, socioeconomic class and classism, gender identity, sexual orientation, homophobia, sexism, school climate, the media, and sociopolitical contexts. Each of these factors can contribute to outbreaks of multiple forms of violence. So, rather than simply including a section on prevention and response measures in general, we consider how different forms of violence call for distinctive kinds of responses and prevention strategies, while also showing how some interventions and prevention programs can address multiple forms of violence.

The focus of this volume is on violence in education in the United States, though we also include international research on violence in education, most explicitly in Chapters 21 and 29, recognizing the critical value of a global perspective when examining assumptions and recommending policies. The accelerated frequency and increasing lethality of violence in education in the United States present particular kinds of challenges to this democracy and cause critical, growing concerns for a wide array of stakeholders.

To address the complexities of violence in education, we approach it from a wide range of conceptual and disciplinary angles. The volume’s contributors are experts from the fields of sociology, psychology, criminology, philosophy of education, forensic psychology, literary theory, critical theory, and educational policy. This distinctive multidisciplinarity is intended to expose violence’s stratified nature, as we triangulate our inquiries and discourses to achieve a deeper understanding of its contexts and to provide direction toward more efficacious responses and prevention measures.