Books, articles, and papers by Harvey Shapiro
Description from publisher:
In this comprehensive, multidisciplinary volume, experts from a wid... more Description from publisher:
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.
TABLE OF CONTENTS
Notes on the Editors ix
Notes on Contributors xi
Acknowledgments xxi
Introduction: Context, Form, Prevention, and Response: A Multidisciplinary Approach to Violence in Education 1
Harvey Shapiro
Section 1 School Shootings 7
Section Editor
Harvey Shapiro
Section 1 Introduction: Broadening the Context, Refocusing the Response 9
Harvey Shapiro
1 The Menace of School Shootings in America: Panic and Overresponse 15
James Alan Fox and Emma E. Fridel
2 Threat Assessment 37
Dewey G. Cornell
3 School Shootings, Societal Violence and Gun Culture 53
Douglas Kellner
4 Learning to Be a Rampage Shooter: The Case of Elliot Rodger 69
Ralph W. Larkin
5 The Logic of the Exception: Violence Revisited 85
Harvey Shapiro
6 Student Profiling and Negative Implications for Students with Disabilities 103
Kristeen Cherney and Margaret Price
7 Aftermath of School Shootings: A Model for Relational Aesthetic Response, Reconstruction, and Associated Living 119
A.G. Rud and Patricia L. Maarhuis
Section 2 Group and Gang Violence in Education 155
Section Editor
Emily E. Tanner-Smith
Section 2 Introduction: Group and Gang Violence in Education 157
Emily E. Tanner]Smith
8 The Distinguishing Features, Trends, and Challenges of Group and Gang Violence in Education 165
Michael E. Ezell
9 Socio]Ecological Risk and Protective Factors for Youth Gang Involvement 185
Joey Nuñez Estrada, Jr., Adrian H. Huerta, Edwin Hernandez, Robert A. Hernandez, and Steve W. Kim
10 School of Hard Knocks: Gangs, Schools, and Education in the United States 203
Kendra J. Clark, David C. Pyrooz, and Ryan Randa
11 Do School Policies and Programs Improve Outcomes by Reducing Gang Presence in Schools? 227
Benjamin W. Fisher, F. Chris Curran, F. Alvin Pearman II, and Joseph H. Gardella
12 An Historical Account of the Discursive Construction of Zero Tolerance in Print Media 249
Jessica Nina Lester and Katherine Evans
13 School Surveillance and Gang Violence: Deterrent, Criminalizing, or Context]Specific Effects 269
Lynn A. Addington and Emily E. Tanner]Smith
14 When Gangs Are in Schools: Expectations for Administration and Challenges for Youth 287
Lisa De La Rue and Anjali J. Forber]Pratt
15 Short School]based Interventions to Reduce Violence: A Review 303
Nadine M. Connell, Richard Riner, Richard Hernandez, Jordan Riddell, and Justine Medrano
Section 3 Bullying, Sexual Violence, and Suicide in Education 321
Section Editor
Dorothy L. Espelage
Section 3 Introduction: Bullying, Sexual Violence, and Suicide in Education 323
Dorothy L. Espelage
16 Bullying and Cyberbullying Prevalence as a Form of Violence in Education 327
Amanda Nickerson, Danielle Guttman, and Samantha VanHout
17 School Climate and Bullying Prevention Programs 359
Jun Sung Hong, Dorothy L. Espelage, and Jeoung Min Lee
18 Sexual Violence in K–12 Settings 375
Anjali J. Forber]Pratt and Dorothy L. Espelage
19 Violence against LGBTQ Students: Punishing and Marginalizing Difference 393
Elizabethe Payne and Melissa J. Smith
20 Intimate Partner Violence in Higher Education: Integrated Approaches for Reducing Domestic Violence and Sexual Assault on Campus 417
Sheila M. Katz and Laura J. McGuire
21 Researching Sexual Violence with Girls in Rural South Africa: Some Methodological Challenges in Using Participatory Visual Methodologies 433
Relebohile Moletsane and Claudia Mitchell
22 Bullying, Suicide, and Suicide Prevention in Education 449
Melissa K. Holt, Chelsey Bowman, Anastasia Alexis, and Alyssa Murphy
Section 4 Structural and Symbolic Violence in Education 465
Section Editor
Harvey Shapiro
Section 4 Introduction: Structures of Violence in Education 467
Harvey Shapiro
23 Why Schools? Coercion, Refuge, and Expression as Factors in Gun Violence 471
Bryan R. Warnick, Sang Hyun Kim, and Shannon Robinson
24 “Don’t Feed the Trolls”: Violence and Discursive Performativity 487
Claudia W. Ruitenberg
25 Gender as a Factor in School Violence: Honor and Masculinity 503
Amy Shuffelton
26 Radical Truth Telling from the Ferguson Uprising: An Educational Intervention to Shift the Narrative, Build Political Efficacy, Claim Power, and Transform Communities 519
David Ragland
27 Emmanuel Levinas: Philosophical Exposures, and Responses to Systemic and Symbolic Violence in Education 537
Gabriel Keehn and Deron Boyles
28 Violence and Peace in Schools: Some Philosophical Reflections 559
Hilary Cremin and Alex Guilherme
29 Critical Peace Education as a Response to School Violence: Insights from Critical Pedagogies for Non]violence 577
Michalinos Zembylas
Index 595
Educational Theory and Jewish Studies in Conversation: From Volozhin to Buczacz, by Harvey Shapir... more Educational Theory and Jewish Studies in Conversation: From Volozhin to Buczacz, by Harvey Shapiro, 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.
The Journal of Jewish Thought and Philosophy, 2007
... And he [Daniel] was between the [level of ] prophets and that of the generations to come. ...... more ... And he [Daniel] was between the [level of ] prophets and that of the generations to come. ... 24 R. Elijah Gaon of Vilna, Introduction to Tikkune Zohar With the GRA's Commentary (Hebrew) in Yahel or: ve-hu Behur ha-Gera la-Zohar ha-kadosh ('He Will Shed Light': The GRA's ...
Philosophy of Education Archive, 2010
Philosophy of Education Archive, Mar 13, 2014
In this essay, I consider how Giorgio Agamben's notion of the paradigm can inform educational the... more In this essay, I consider how Giorgio Agamben's notion of the paradigm can inform educational theorizing, curriculum design, and pedagogical conduct. I further wish to show how his paradigmatic method presents a significant alternative to both deconstructive and hermeneutic educational theory. Finally, I will suggest how the concept of paradigm challenges or extends previous conceptual research that relates Agamben's philosophy to educational theory.
Journal of Modern Jewish Studies, 2011
Shofar: An Interdisciplinary Journal of Jewish Studies, 2011
In this article, I seek to demonstrate how a hermeneutic of multivocal narration suggests several... more In this article, I seek to demonstrate how a hermeneutic of multivocal narration suggests several areas for educational inquiry. The dissonant styles and explicitly stated narrative development in Agnon's story, " Two Scholars Who Were in Our Town," suggest the presence of more than one type of narrative voice guiding the reader through the story. The core story is presented
Much discourse on school shootings tends to imply a binary separation between what is considered ... more 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.
Agamben's notion of the 'paradigm' has far-reaching implications for educational thinking, curric... more Agamben's notion of the 'paradigm' has far-reaching implications for educational thinking, curriculum design and pedagogical conduct. In his approach, examples——or para-digms——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. Agam-ben 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 para-digmatic 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.
Journal of Jewish Education, 1998
Journal of Jewish Education, 2007
CV by Harvey Shapiro
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Books, articles, and papers by Harvey Shapiro
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.
TABLE OF CONTENTS
Notes on the Editors ix
Notes on Contributors xi
Acknowledgments xxi
Introduction: Context, Form, Prevention, and Response: A Multidisciplinary Approach to Violence in Education 1
Harvey Shapiro
Section 1 School Shootings 7
Section Editor
Harvey Shapiro
Section 1 Introduction: Broadening the Context, Refocusing the Response 9
Harvey Shapiro
1 The Menace of School Shootings in America: Panic and Overresponse 15
James Alan Fox and Emma E. Fridel
2 Threat Assessment 37
Dewey G. Cornell
3 School Shootings, Societal Violence and Gun Culture 53
Douglas Kellner
4 Learning to Be a Rampage Shooter: The Case of Elliot Rodger 69
Ralph W. Larkin
5 The Logic of the Exception: Violence Revisited 85
Harvey Shapiro
6 Student Profiling and Negative Implications for Students with Disabilities 103
Kristeen Cherney and Margaret Price
7 Aftermath of School Shootings: A Model for Relational Aesthetic Response, Reconstruction, and Associated Living 119
A.G. Rud and Patricia L. Maarhuis
Section 2 Group and Gang Violence in Education 155
Section Editor
Emily E. Tanner-Smith
Section 2 Introduction: Group and Gang Violence in Education 157
Emily E. Tanner]Smith
8 The Distinguishing Features, Trends, and Challenges of Group and Gang Violence in Education 165
Michael E. Ezell
9 Socio]Ecological Risk and Protective Factors for Youth Gang Involvement 185
Joey Nuñez Estrada, Jr., Adrian H. Huerta, Edwin Hernandez, Robert A. Hernandez, and Steve W. Kim
10 School of Hard Knocks: Gangs, Schools, and Education in the United States 203
Kendra J. Clark, David C. Pyrooz, and Ryan Randa
11 Do School Policies and Programs Improve Outcomes by Reducing Gang Presence in Schools? 227
Benjamin W. Fisher, F. Chris Curran, F. Alvin Pearman II, and Joseph H. Gardella
12 An Historical Account of the Discursive Construction of Zero Tolerance in Print Media 249
Jessica Nina Lester and Katherine Evans
13 School Surveillance and Gang Violence: Deterrent, Criminalizing, or Context]Specific Effects 269
Lynn A. Addington and Emily E. Tanner]Smith
14 When Gangs Are in Schools: Expectations for Administration and Challenges for Youth 287
Lisa De La Rue and Anjali J. Forber]Pratt
15 Short School]based Interventions to Reduce Violence: A Review 303
Nadine M. Connell, Richard Riner, Richard Hernandez, Jordan Riddell, and Justine Medrano
Section 3 Bullying, Sexual Violence, and Suicide in Education 321
Section Editor
Dorothy L. Espelage
Section 3 Introduction: Bullying, Sexual Violence, and Suicide in Education 323
Dorothy L. Espelage
16 Bullying and Cyberbullying Prevalence as a Form of Violence in Education 327
Amanda Nickerson, Danielle Guttman, and Samantha VanHout
17 School Climate and Bullying Prevention Programs 359
Jun Sung Hong, Dorothy L. Espelage, and Jeoung Min Lee
18 Sexual Violence in K–12 Settings 375
Anjali J. Forber]Pratt and Dorothy L. Espelage
19 Violence against LGBTQ Students: Punishing and Marginalizing Difference 393
Elizabethe Payne and Melissa J. Smith
20 Intimate Partner Violence in Higher Education: Integrated Approaches for Reducing Domestic Violence and Sexual Assault on Campus 417
Sheila M. Katz and Laura J. McGuire
21 Researching Sexual Violence with Girls in Rural South Africa: Some Methodological Challenges in Using Participatory Visual Methodologies 433
Relebohile Moletsane and Claudia Mitchell
22 Bullying, Suicide, and Suicide Prevention in Education 449
Melissa K. Holt, Chelsey Bowman, Anastasia Alexis, and Alyssa Murphy
Section 4 Structural and Symbolic Violence in Education 465
Section Editor
Harvey Shapiro
Section 4 Introduction: Structures of Violence in Education 467
Harvey Shapiro
23 Why Schools? Coercion, Refuge, and Expression as Factors in Gun Violence 471
Bryan R. Warnick, Sang Hyun Kim, and Shannon Robinson
24 “Don’t Feed the Trolls”: Violence and Discursive Performativity 487
Claudia W. Ruitenberg
25 Gender as a Factor in School Violence: Honor and Masculinity 503
Amy Shuffelton
26 Radical Truth Telling from the Ferguson Uprising: An Educational Intervention to Shift the Narrative, Build Political Efficacy, Claim Power, and Transform Communities 519
David Ragland
27 Emmanuel Levinas: Philosophical Exposures, and Responses to Systemic and Symbolic Violence in Education 537
Gabriel Keehn and Deron Boyles
28 Violence and Peace in Schools: Some Philosophical Reflections 559
Hilary Cremin and Alex Guilherme
29 Critical Peace Education as a Response to School Violence: Insights from Critical Pedagogies for Non]violence 577
Michalinos Zembylas
Index 595
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.
CV by Harvey Shapiro
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.
TABLE OF CONTENTS
Notes on the Editors ix
Notes on Contributors xi
Acknowledgments xxi
Introduction: Context, Form, Prevention, and Response: A Multidisciplinary Approach to Violence in Education 1
Harvey Shapiro
Section 1 School Shootings 7
Section Editor
Harvey Shapiro
Section 1 Introduction: Broadening the Context, Refocusing the Response 9
Harvey Shapiro
1 The Menace of School Shootings in America: Panic and Overresponse 15
James Alan Fox and Emma E. Fridel
2 Threat Assessment 37
Dewey G. Cornell
3 School Shootings, Societal Violence and Gun Culture 53
Douglas Kellner
4 Learning to Be a Rampage Shooter: The Case of Elliot Rodger 69
Ralph W. Larkin
5 The Logic of the Exception: Violence Revisited 85
Harvey Shapiro
6 Student Profiling and Negative Implications for Students with Disabilities 103
Kristeen Cherney and Margaret Price
7 Aftermath of School Shootings: A Model for Relational Aesthetic Response, Reconstruction, and Associated Living 119
A.G. Rud and Patricia L. Maarhuis
Section 2 Group and Gang Violence in Education 155
Section Editor
Emily E. Tanner-Smith
Section 2 Introduction: Group and Gang Violence in Education 157
Emily E. Tanner]Smith
8 The Distinguishing Features, Trends, and Challenges of Group and Gang Violence in Education 165
Michael E. Ezell
9 Socio]Ecological Risk and Protective Factors for Youth Gang Involvement 185
Joey Nuñez Estrada, Jr., Adrian H. Huerta, Edwin Hernandez, Robert A. Hernandez, and Steve W. Kim
10 School of Hard Knocks: Gangs, Schools, and Education in the United States 203
Kendra J. Clark, David C. Pyrooz, and Ryan Randa
11 Do School Policies and Programs Improve Outcomes by Reducing Gang Presence in Schools? 227
Benjamin W. Fisher, F. Chris Curran, F. Alvin Pearman II, and Joseph H. Gardella
12 An Historical Account of the Discursive Construction of Zero Tolerance in Print Media 249
Jessica Nina Lester and Katherine Evans
13 School Surveillance and Gang Violence: Deterrent, Criminalizing, or Context]Specific Effects 269
Lynn A. Addington and Emily E. Tanner]Smith
14 When Gangs Are in Schools: Expectations for Administration and Challenges for Youth 287
Lisa De La Rue and Anjali J. Forber]Pratt
15 Short School]based Interventions to Reduce Violence: A Review 303
Nadine M. Connell, Richard Riner, Richard Hernandez, Jordan Riddell, and Justine Medrano
Section 3 Bullying, Sexual Violence, and Suicide in Education 321
Section Editor
Dorothy L. Espelage
Section 3 Introduction: Bullying, Sexual Violence, and Suicide in Education 323
Dorothy L. Espelage
16 Bullying and Cyberbullying Prevalence as a Form of Violence in Education 327
Amanda Nickerson, Danielle Guttman, and Samantha VanHout
17 School Climate and Bullying Prevention Programs 359
Jun Sung Hong, Dorothy L. Espelage, and Jeoung Min Lee
18 Sexual Violence in K–12 Settings 375
Anjali J. Forber]Pratt and Dorothy L. Espelage
19 Violence against LGBTQ Students: Punishing and Marginalizing Difference 393
Elizabethe Payne and Melissa J. Smith
20 Intimate Partner Violence in Higher Education: Integrated Approaches for Reducing Domestic Violence and Sexual Assault on Campus 417
Sheila M. Katz and Laura J. McGuire
21 Researching Sexual Violence with Girls in Rural South Africa: Some Methodological Challenges in Using Participatory Visual Methodologies 433
Relebohile Moletsane and Claudia Mitchell
22 Bullying, Suicide, and Suicide Prevention in Education 449
Melissa K. Holt, Chelsey Bowman, Anastasia Alexis, and Alyssa Murphy
Section 4 Structural and Symbolic Violence in Education 465
Section Editor
Harvey Shapiro
Section 4 Introduction: Structures of Violence in Education 467
Harvey Shapiro
23 Why Schools? Coercion, Refuge, and Expression as Factors in Gun Violence 471
Bryan R. Warnick, Sang Hyun Kim, and Shannon Robinson
24 “Don’t Feed the Trolls”: Violence and Discursive Performativity 487
Claudia W. Ruitenberg
25 Gender as a Factor in School Violence: Honor and Masculinity 503
Amy Shuffelton
26 Radical Truth Telling from the Ferguson Uprising: An Educational Intervention to Shift the Narrative, Build Political Efficacy, Claim Power, and Transform Communities 519
David Ragland
27 Emmanuel Levinas: Philosophical Exposures, and Responses to Systemic and Symbolic Violence in Education 537
Gabriel Keehn and Deron Boyles
28 Violence and Peace in Schools: Some Philosophical Reflections 559
Hilary Cremin and Alex Guilherme
29 Critical Peace Education as a Response to School Violence: Insights from Critical Pedagogies for Non]violence 577
Michalinos Zembylas
Index 595
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.