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.
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.
Much discourse on school shootings tends to imply a binary separation between what is considered normal and exceptional, between an expected course of human events and sociohistorical aberrations. In ...this article Harvey Shapiro suggests the need for new directions in our responses: First, he shows how responses to school shootings tend to expropriate and (paradoxically) dismiss certain kinds of violence in order to articulate a vision of the self as sovereign, exerting power over bodily life, exercising a self‐removal from community conversations, and thus claiming what Giorgio Agamben and others call the “sovereign exception.” Second, he suggests how Agamben's development of Walter Benjamin's concept of “divine violence” can unmask prevailing states of exception and can inform education's efforts to challenge binaries of good and evil, urban and suburban, individual and community, justice and law, normal and exceptional, that confound our deliberations and long‐term responses to mass shootings.
Educational Theory and Jewish Studies in Conversation: From Volozhin to Buczacz, by Harvey Shapiro, PhD, brings together two different fields of study—modern Jewish studies and contemporary ...educational theory—to provide new theoretical frameworks for their interaction. Although Jewish studies and education programs at secular universities have joined denominational and transdenominational institutions of higher learning in adopting a dual or parallel course structure, there has been little scholarly attention given to the basis for doing so. Shapiro provides alternative theoretical frameworks for the relationship between Jewish studies and educational theory and discusses different ways of developing and articulating these relationships between disciplines. Shapiro shows what is at stake when students and faculty think and communicate together across discourses—in particular, between the fields of education and Jewish studies. Presenting an alternative to conventional notions of interdisciplinarity, this book’s import extends to virtually all relationships between the humanities and professional education when these different discourses illuminate and challenge one another.
We studied if ethnicity influences patient-controlled analgesia (PCA) for the treatment of post-operative pain. Using a retrospective record review, we examined data from all patients treated with ...PCA for post-operative pain from January to June 1993. We excluded patients who did not have surgery prior to the prescription of PCA or were not prescribed PCA in the immediate post-operative period. The sample consisted of 454 subjects. While there were no differences in the amount of narcotic self-administered, there were significant differences in the amount of narcotic prescribed among Asians, Blacks, Hispanics, and Whites (F--7,352, P < 0.01). The ethnic differences in prescribed analgesic persisted after controlling for age, gender, pre-operative use of narcotics, pain site, and insurance status. Patient's ethnicity has a greater impact on the amount of narcotic prescribed by the physician than on the amount of narcotic self-administered by the patient.
Agamben's notion of the 'paradigm' has far-reaching implications for educational thinking, curriculum design and pedagogical conduct. In his approach, examples-or paradigms-deeply engage our powers ...of analogy, enabling us to discern previously unseen affinities among singular objects by stepping outside established systems of classification. In this way we come to envision novel groupings, new patterns of connection-that nonetheless do not simply reassemble those singular objects into yet another rigidly fixed set or class. Agamben sees this sort of 'paradigmatic understanding' as our richest source of intelligibility. For Agamben the paradigm is ultimately about learning to see again, starting not with already perfectly known and categorized objects (or ideas), but rather with a fresh experience of one individual object and the analogical relations it may have to others, and to novel groupings that may arise. The paradigm is a method, a way in which educators might respond to a wide range of educational challenges. For a paradigmatic relation suspends while exposing, deactivates while revealing, complicates while clarifying. But articulating the enigmatic paradigmatic relation between example and class is far more than a method. It is epistemological (a way of knowing and conception of knowledge), ethical (a fostering of freedom from presupposed categories and reified principles) and ontological (a type of being that exposes the potential of knowing and communicating-their intelligibility and communicability). In these qualities, paradigms exhibit to educators a free, a new use of singularities.
I argue that the interdiscursive relationships between Jewish studies and education are in need of further philosophical articulation and conceptual differentiation in order to realize more ...beneficial engagement in higher education, professional education, and scholarship. I first consider the literature on interdisciplinarity and explain why I suggest the potentially more fruitful concept of interdiscursivity. Then, drawing on the philosophies of Dewey, Buchler, and Oakeshott, I suggest how their conceptions might inform the purposes and practices of relating education and Jewish studies with one another. Through this philosophical inquiry, I hope to suggest some beneficial, new ways to conceptualize, articulate, refine, and expand these fields and discourses' relationships.
It is widely acknowledged that S.Y. Agnon's story, "Hanidaḥ" (1919), represents a significant artistic transition for the author. Beyond the transitional and inaugural aspects of the story's themes ...and structure, I wish to consider how its discursive style itself constitutes a significant development in Agnon's literary work. Particular qualities in the story's narrative discourse, more so than in his previous work, anticipate Agnon's later literary achievements. Drawing on Mikhail Bakhtin's theory of discourse in the novel, I will also seek to demonstrate how the story's dialogic, polyphonic qualities, not only anticipate these later works, but suggest some new hermeneutic avenues to reading Agnon.
