published_or_final_version / Criminology / Master / Master of Social Sciences

Thesis (PhD)--Macquarie University, Division of Society, Culture, Media & Philosophy, Department of Critical and Cultural Studies, 2004. / Bibliography: leaves 310-325. / Introduction -- School violence: a brief overview -- What's in a name?: constructing an institutional identity in an educational market -- The discipline of gentlemen -- Parent consumers: tactical manoeuvres and institutional strategies -- Making the papers: Trinity in the news -- Games of truth: "everyone has their spin" -- Conclusions. / This study integrates sociological theories of social class with poststructuralist theories of subjectivity, representation and consumption, to consider the complex ways in which the representational practices of institutions and individuals are implicated in the production of violence in schools. This work draws particularly on a case study of incidents of sexual violence which occurred at an elite private school in Sydney during 2000, in which four students were charged with a range of offences committed against younger peers over a period of months. The assault incidents received widespread media coverage and sparked intense public debate, in response to which a media strategies consultant was engaged by the school to liaise with members of the press. This study demonstrates the extent to which the interrelationships between systems of signification (in particular, written and visual texts) and other social systems, (for example, families, schools, and political economy) function in the constitution of subjectivities and the production of meaning, and takes as its focus the interrelationship and functioning of texts, discursive practices and social practices which pertain specifically to the assault incidents described above. Data are derived from a range of sources and genres, including promotional materials, personal and general correspondence, media reports, and interviews, necessitating a variety of qualitative analytic methods. Informed by critical post-structuralist theory, in particular the work of Bourdieu, Foucault, and de Certeau, this work considers questions pertaining to the operation of power within social institutions, with particular emphasis on the constitutive function of discourse. The analysis extends current conceptualisations of school violence through a post-structuralist interrogation of, and linking of violence to, educational consumption, which has predominantly been theorised according to sociological or economic models. The argument is made that the market ideologies which pervade contemporary social and educative practice, together with the representational practices and disciplinary regimes of schools, function in the constitution of social subjects who occupy multiple ambiguous subject positions in the patriarchal hierarchies which characterise the power relations and institutions under consideration, thus implicating institutions in the production of violence. / Mode of access: World Wide Web. / vii, 325 leaves

DEd (Educational Management) / Department of Educational Management / This study focuses on safety and security in public schools. School violence is a sad reality encountered by whoever takes up the responsibility for the safety of learners and teachers. Both teachers and learners have the right to feel safe and secure at school. The aim of the study was to investigate how school management teams and school governing bodies take reasonable measures to ensure the safety and security of learners at schools. A mixed-methods research design was used in this study. The quantitative data, collected through questionnaires, were analysed through Statistical Package for Social Sciences version 23, while the qualitative data, gathered through semi-structured interviews, were thematically analysed. The study revealed that successful school leaders have the potential to tremendously reduce safety and security challenges when necessary support is provided. Establishing partnerships with other sectors not only manage and improve the learners' behaviour and lessen learning difficulties but also create a more supportive climate within the school, home and society. Unavailability of school psychologists and/or social workers who would join forces with teachers, parents, and other professionals to create safe and supportive learning environments increase the manifestations of school safety and security challenges.

MEd (Educational Management) / Department of Educational Management / In South Africa, violence continues to undermine the functioning of schools. Literature has revealed that the subject of school violence is quite varied and covers a wide variety of related areas from sociology to educational psychology; these examine psychological factors such as peer pressure, stress, cognition, emotional development and their relation to school violence. The study was aimed at investigating the effects of school violence in South African rural schools in Mpumalanga Province. The study used mixed methods approach employing both qualitative and quantitative approaches. For the quantitative part of the study, the study adopted simple random sampling to select the learners. A 'purposive sample' was used to select the principals and educators for the qualitative part of the study. A sample of 423 learners from the 9 secondary schools in the circuit was selected for the quantitative part of the study. A purposive sample of 9 principals and 18 educators was also be deemed appropriate for the qualitative part of the study. IBM SPSS version 23 was used to analyse quantitative data. Frequency tables were generated (univariate analysis), and the Chi-square test was used to calculate significant differences in the effects and coping strategies between male and female victims of school-based violence. Qualitative data was analysed thematically and used to support and complement the quantitative data. Principals and educators in schools with high prevalence of school-based violence was prioritised. It was expected that the effects of school-based violence in the study area were described. Causes of violence, its effects and ways to improve coping strategies in the respective schools are also anticipated to be comprehensively covered as expected outcomes. / NRF

MEd (Educational Management) / Department of Educational Management / The aim of the study was to investigate management of safety concerns in rural primary schools of Maleboho West circuit in Capricorn District. In rural areas, management of safety at primary school level is not adequate. Safety issues such as the carrying of sharp objects to classrooms, lack of scholar patrols and security guards, vandalizing of school property, poor condition of school buildings do not receive special attention in order to secure quality teaching and learning. To achieve the above aim, the study employed the interpretive paradigm to understand safety concerns from participants’ perspectives. The study was guided by a comprehensive approach theory to school safety. The study population comprised principals, teachers, governance official, chairpersons of School Governing Bodies and security personnel in Maleboho West circuit. In line with the interpretive research paradigm, purposive sampling was used to choose 11 participants that formed the study sample. Data was collected through interviews and document analysis. Data was analysed thematically. The results show that poor management of safety concerns is real and compromises the quality of teaching and learning. Amongst other measures, the study recommends enforcing discipline amongst learners and teachers; abolishment of pit toilets; availability of scholar patrols and security guards and ensuring the general monitoring of the safety of learners and school property. / NRF

No description available.

Dödligt skolvåld har sedan länge varit ett uppmärksammat problem i bland annat USA. Forskningen om dödligt skolvåld tenderar ofta att studera amerikanska exempel där syftet är att identifiera riskindivider genom att undersöka personlighetsdrag och bakgrundsfaktorer. Dödligt skolvåld i en skandinaviskt kontext saknas det dock kunskap om. Syftet med den här studien är att undersöka utmaningar och framgångsfaktorer med samverkan vid hanteringen före, under och efter händelser med dödligt våld i den svenska skolmiljön. Studien genomfördes med hjälp av kvalitativ metod där det empiriska materialet samlades in genom semistrukturerade intervjuer. Med utgångspunkt i ledning och samverkan som teoretiskt ramverk och med boundary spanning som centralt teoretiskt begrepp, analyserades insamlade data med tematisk analys. Studien resulterade i två huvudsakliga teman, utmaningar för samverkan och framgångsfaktorer för samverkan. Studien visade att avsaknad av systematik och bristande kommunikation utgör de främsta utmaningarna, samtidigt som god person- och förmågekännedom utgör de främsta framgångsfaktorerna vid samverkan. Studiens resultat bekräftar delvis tidigare forskning men lyfter också fram nya fynd. Till exempel att lagstadgade sekretessbestämmelser utgör hinder för effektiv samverkan mellan skolan, polisen och socialtjänsten. / Deadly school violence has long been acknowledged as a pressing issue, particularly within the United States. Existing research primarily concentrates on American instances, with a focus on identifying high-risk individuals through the examination of personality traits and background factors. However, there exists a notable gap in understanding deadly violence within a Scandinavian context. This study aims to explore the challenges and success factors associated with collaborative efforts in managing incidents of deadly violence within the Swedish school environment, spanning the periods before, during, and after such occurrences. Employing a qualitative approach, empirical data was gathered through semi-structured interviews. Drawing upon the theoretical framework of management and collaboration, and boundary spanning as a central theoretical concept, thematic analysis was employed to analyze the collected data. The study highlights two key themes: challenges for collaboration and success factors for collaboration. Findings reveal that the lack of systematic approaches and inadequate communication represent primary challenges, while good understanding of individuals and their capabilities are the primary success factors in collaboration. The study's findings partly confirm previous research but also highlight new discoveries. For instance, statutory confidentiality regulations pose obstacles to effective collaboration between schools, the police, and social services.

The purpose of this phenomenological study was to investigate, from the perspective of teachers, the possible effect of school violence on teacher resiliency. School violence has been studied with respect to student behavior and academic success, as well as socioeconomic influences, but not with respect to teacher resiliency, as expressed by teachers themselves. Resiliency theory was the conceptual framework. Participants were all teachers of Grades 2-8 at an elementary/middle school in the Midwest. Twelve in-depth interviews were transcribed into text data and analyzed for common themes. Using NVivo, Version 10, I was able to more easily manage the volumes of text data. Reoccurring themes and meanings were triangulated with a resiliency questionnaire, school climate surveys, and field notes. The overarching themes that emerged were that teacher resiliency at the target school was lowered when its teachers were exposed to a school climate which allowed for excessive violence, especially fights. A second overarching theme was that there were inconsistencies in the support offered by the school administration, which negatively impacted teacher resiliency. A third overarching theme was that there was a significant lack of parental and community support, which also negatively affected teacher resiliency at the target school. Overarching themes that emerged can now be used to support the need for more effective teacher training about school violence. The outcomes may also help generate improved school violence policies at the local, state, and national levels.

Cette thèse traite des school shootings, soit les fusillades perpétrées par des élèves dans leur école. Elle rend compte de la globalisation de ce phénomène, observée depuis que les auteurs des fusillades prémédient leurs actes de violence via l'usage des médias participatifs. Il s'agit d'analyser cette stratégie de communication et montrer comment différents publics se l'approprient. Cette forme de violence produit des événements médiatiques disruptifs globaux. Nous montrons comment les citoyens ordinaires prennent part à ces événements en développant des formes contemporaines de sociation au sein des réseaux sociaux numériques. Nous en singularisons notamment une, la communauté cocon. Parmi ces publics ordinaires, on voit également émerger un contre public, celui des school shootings. Ils investissent les médias participatifs pour rappeler qu'une révolte souterraine se prépare. Ils la font vivre au quotidien dans une scène subculturelle numérique hébergée par YouTube, via des vidéos à l'effigie des tueurs. Leurs pratiques communicationnelles sont au cœur de cette thèse tant leur association est suspectée d'alimenter le vivier de futurs tueurs. L'investigation de cette subculture nous a amenée à singulariser le fait que les plus extrêmes, ceux qui passent à l'acte, s'engagent dans un processus d'individuation posthume d'anti-sujet. Si les auteurs des fusillades connaissent l'issue fatale qui les attend, un suicide by cop, ils la déjouent avec leurs stratégies médiatiques. En mobilisant des procédés imitatifs, ils instrumentalisent les médias pour garantir la signification de leurs actes et prendre leur revanche sociale en accédant au statut d'anti-héros. / This thesis deals with the phenomenon of "school shootings". It accounts for the globalization of this phenomenon, observed since school shooters started using participatory media for communication strategies. This thesis analyzes this strategy of premediation and shows how their audiences appropriate it. This extreme form of school violence creates global disruptive media events. We show how ordinary citizens take part in this event by developing contemporary forms of sociation in digital social networks. We shall highlight one particular: the cocoon community. Among the ordinary audience of the media event, we see the emergence of counter-public, “school shooting” fans. The use participatory media to remind everyone that an underground revolt is underway. The remind us of this daily in broadcasting videos to the effigy of the killers on a digital subcultural stage hosted by YouTube. These fans, as well as their audiovisual and communication practices, are at the heart of this thesis, as their subculture is suspected of constituting a pool of future killers. The investigation of this subversive subcultural scene has led us to single out a phenomenon that is characteristic of the youth in search of points of reference beyond good and evil. The most extreme, those planning to act, appear to engage in what we call a process of posthumous anti-subject individuation. Even if they know the fatal outcome awaiting them, “a suicide by cop”, they thwart it with their media strategies. By the means of imitation, they guarantee the attribution of meaning to their acts and instrumentalize the media to take their revenge by achieving social fame and the status of an anti-hero.

Diante da alta prevalência da violência escolar, mostra-se necessário o desenvolvimento de ações voltadas a prevenir esse problema e a criar contextos escolares que sejam mais efetivos em promover comportamentos pró-sociais, desde a primeira infância. Para isso, faz-se importante a realização de estudos de avaliação de necessidades. Esses se situam no ciclo de pesquisa em prevenção, na etapa de estudos de desenvolvimento de intervenções, tendo como um de seus propósitos identificar dificuldades e recursos, com vistas ao delineamento futuro de uma estratégia. Com base no exposto, o presente estudo teve como objetivo realizar uma avaliação de necessidades relacionada à promoção de comportamentos pró-sociais em pré-escolares, com vistas à prevenção à violência na escola. Trata-se de um estudo avaliativo de métodos mistos, que abrangeu uma amostra de quatro professoras e 67 crianças de uma escola pública de educação infantil, localizada em uma cidade do sudeste paulista. Para a coleta de dados foram utilizados formulário de registro de observação das práticas potencialmente promotoras de comportamentos pró-sociais, das professoras, nas interações com as crianças, formulário de registro de observação da ocorrência de comportamentos pró-sociais nas interações entre crianças, inventário destinado a acessar habilidades sociais educativas do professor (IHSE-Prof), formulários de extração de dados dos planos semanais e planejamento bimestral dos professores, roteiro de entrevista semiestruturada e roteiro para discussão do grupo focal. Foi realizado um estudo piloto com uma professora e sua turma, de outro período da escola, para refinar os procedimentos propostos. Os dados provenientes de cada fonte passaram por tratamentos específicos e foram submetidos a análises descritivas. Foram detectados recursos e dificuldades para a promoção de comportamentos pró-sociais e prevenção à violência na escola participante. Os recursos incluem a existência de práticas potencialmente promotoras de comportamentos pró-sociais, nos repertórios das professoras, sendo alguns mais variados e outros menos, a presença dos referidos comportamentos nos repertórios das crianças, a compreensão abrangente sobre a missão da Educação Infantil pela maioria das professoras e o posicionamento favorável ao desenvolvimento de uma intervenção futura na instituição de ensino. As dificuldades incluem lacunas na formação do professor, prejuízo na disponibilidade de suportes à prática, repertório de habilidades sociais educativas a ser desenvolvido, entendimento menos amplo sobre os atributos do professor da Educação Infantil, inconstância na elaboração do planejamento, pequena quantidade de conteúdos planejados relacionados à promoção de comportamento pró-social e habilidades sociais, e percepção de que a violência que se expressa na escola decorre apenas de eventos externos à instituição. Assim, os achados do presente estudo oferecem elementos para a discussão sobre o processo de escolarização na Educação Infantil junto à escola participante e ao município, com implicações para o redirecionamento de ações voltadas para o ensino, bem como fornece subsídios para a tomada de decisão acerca de ações destinadas à promoção de comportamentos pró-sociais e prevenção à violência na escola / Given the high prevalence of school violence, it is necessary to develop actions aimed at preventing the problem and creating school contexts more effective in promoting prosocial behaviors from an early age. For this, it is important to carry out needs assessment studies. These are located in the prevention research cycle, at the stage of interventions development studies, having as one of its purposes the identification of difficulties and resources, in order to design a future strategy. Considering the above, the aim of this study was to conduct a needs assessment related to prosocial behavior promotion in preschool children, in order to prevent school violence. This is a mixed methods evaluative study, that included a sample of four teachers and 67 children from a public preschool, located in a city in southeastern São Paulo. To collect data, there were used an observation form to register teachers practices related to prosocial behavior promotion, an observation form to register occurrence of prosocial behaviors among children, an inventory aimed at access teachers educational social skills (IHSE-Prof), data extraction forms of weekly plans and bimonthly teacher planning, a semi-structured interview guide and a discussion focus group guide. A pilot study was conducted with a teacher and her class from another period of the school in order to refine proposed procedures. Data from each source underwent specific treatments and were submitted to descriptive analyzes. Resources and difficulties were detected for prosocial behavior promotion and violence prevention in the participating school. Resources include the existence, in teachers repertoire, of practices that potentially promote prosocial behavior, some of them being more varied and others less, the presence of prosocial behaviors in children repertoires, a comprehensive understanding of preschool education mission, by most of the teachers, and teachers favorable opinion in what concerns to the development of a future intervention in the school. Difficulties include teacher training gaps, lack of support for practice, repertoire of educational social skills to be developed, less understanding about the attributes of the preschool teacher, inconstantly planning and few planned content related to the promotion of prosocial behavior and social skills, and the perception that violence expressed in school only results from events occurred outside the institution. Thus, findings from the present study offer elements for the discussion about the process of schooling in the participating preschool and in the city where the institution is located, as well as have implications for the redirection of actions related to teaching, and provide subsidies for decision making of actions aimed at promoting prosocial behavior and preventing violence in schools