Addressing violence in education: From policy to practice

Hughes, Conrad

doi:10.1007/s11125-019-09445-1

Cited by 23 publications

(18 citation statements)

References 11 publications

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“…Simply put, most of the male cohort reflected the idea that they “didn’t belong” at school, while the young women were actively told that they did not belong. This distinction highlights a gendered experience of structurally defined social exclusion, as with the findings of Hughes (2020) who argues that settings of education can perpetuate symbolic and structural violence as well as social exclusion. This out-group comparison was persistent for the young men and was generally accompanied by expressions of plans to attain employment.…”

Section: Resultsmentioning

confidence: 76%

His, hers and theirs: comparative narratives from young people who use violence

Rak

Warton²

2023

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Purpose This paper aims to explore narratives of violence in the lives of young men and young women in Australia. Through partnering with young people to understand and make meaning of their stories, the authors highlight similarities and differences in gendered experiences of violence, and the implications of these for cross-disciplinary practice. Design/methodology/approach This article presents the synthesis of narrative data from two separate studies that worked with justice-involved young men and young women, who had both experienced and used violence. Study 1 used a thematic analysis of practitioner narratives and qualitative data from in-session narratives. Study 2 used a thematic analysis of interview data using grounded approach and peer review to promote trustworthiness and inter-rater reliability. Findings Insights on the experiences of young people who use violence are notably absent in most forms of violence discourse, practice and research. Findings demonstrate that understandings of youth violence are linked to identity, but also situated within contexts of trauma, place, gender, relationality and community. This conceptualisation of violence is particularly important to understandings of young female violence. Originality/value Through collaborative approaches of co-design and co-production, the paper outlines that a stronger understanding of the experiences of young men and young women (often an over-looked cohort) in the justice system can help improve the trauma-informed and gender responsiveness of interventions across practice settings. The authors highlight that exploring gendered differences in narratives of youth violence is necessary and seeking lived experiences of youth justice young people is instructive to academia, policy and practice.

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Section: Resultsmentioning

confidence: 76%

His, hers and theirs: comparative narratives from young people who use violence

Rak

Warton²

2023

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“…Already at the level of school attendance as seen in this sample, men are preferred to be the ones to be eligible for unlimited levels of education while the females are allowed the basic level of education because it is evident that they would be married off someday. This, therefore, is hierarchical, symptomatic gender and structural violence (Hughes, 2020), which needs great attention. In addition, more than 20 % of girls and boys had been affected by sexual violence.…”

Section: Schools As Unsafe Placesmentioning

confidence: 99%

“…The educational landscape in diverse contexts has lim-ited such internecine, structured, and systemic violence into simplistic violent strands that belittle the accurate picture. Education is massively and understandably presented in mainstream discourses that are overwhelmingly positive and lead to a more peaceful and productive world (UNESCO, 2005;Hughes, 2020). Despite this, educational systems should as well be seen as violent because often, neither learning nor justice is promoted by schooling.…”

Section: A Plea For a View On Latent Violence In Educationmentioning

confidence: 99%

“…Despite this, educational systems should as well be seen as violent because often, neither learning nor justice is promoted by schooling. In other words, education tends to be violent by the very nature of its hierarchical grading system and exclusivist effect on society, for it polarized the population into those who are formally educated and those who are not (Hughes, 2020). Implicitly, education may be a violent social, organizational system that permeates all facets of human desires, cultures and utterly void of anything natural.…”

Section: A Plea For a View On Latent Violence In Educationmentioning

confidence: 99%

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Violence and educational quality : effects of violence on the learning outcomes of students in Cameroon

Tangwe¹

2021

Regards Croisés Afrique-Europe. Cahiers Supplementaires

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This study examines violence and its relation to learning outcomes of secondary school students in Cameroon. The study interconnected with educational quality values of accessibility, inclusiveness, favorable learning climate, tolerance, and responsible behavior. The government of Cameroon has attempted to uphold these values through legislation. In spite of this position, violence at school is still observable on a daily basis, not respecting the human rights of children and young learners and hindering them from learning. The study was to understand the effects of violence on their motivation and self-esteem, and its influence on their learning outcomes and the research question focused on the extent of violence in education. A model was operationalized measuring physical violence, psychological violence, structural violence and sexual violence at school and at home, mediated by self-esteem, motivation and health to the learning outcome, quantified by class repetition, grades and reading enjoyment. The study was designed using a quantitative approach with cross-sectional survey for students. Questionnaires were designed from approved scales which had been adopted to the Cameroonian background by two pretests. Data had been collected from a sample population of 924 students in grades four to seven in Cameroon. The data collection was approved by the regional authorities. The collected data was transformed by controlling the social background and reflecting different types of experiences of violence. The collected information was analyzed using descriptive statistics (means, standards deviation), and inferential statistics (ANOVA). The results indicate an acute prevalence of school violence. Students in Cameroon are affected by four ways of violence. About 20 % of students feel physical violence and psychological violence. More than half of the students’ experiences structural violence and about 23 % have experiences of sexual violence. As a zero-policy on experienced violence is the wished standard, the huge ratio of violence in the life of students in Cameroon becomes visible. The study shows that these experiences of violence affect the self-esteem and the motivation to learn. However, a significant relation between different forms of violence and school grades was not found in this study. In addition, the study shows the poor school quality, and a very discouraging socioeconomic background of students. In the perspective paradigm, the schools are neither an environment of the protection of students nor open spaces for real-world transmission of values. Violence remains a challenge. This requires coordinated and focused action. The study develops a number of suggestions for school practice to overcome this situation and suggests follow-up studies.

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“…Violence in the process of education in formal institutions has been widely researched from various aspects. Such as sexual harassment [6], gender-based violence [7], gender-based violence and sexual harassment at universities [8], violence against black students (Mustafa, 2017), violence experienced by indegeneous students [9], symbolic violence [10], the relationship between violence and education [11] and efforts to overcome violence in the world of education [12].…”

Section: Introductionmentioning

confidence: 99%

Tracing Power Relations in Campus Initiations Program

Maryanah¹

2021

Proceedings of the 2nd International Indonesia Conference on Interdisciplinary Studies (IICIS 2021)

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The purpose of this paper is to discover what knowledge gives rise to the discourse of the campus initiations program and trace the power relations in it. The study used Michel Foucault's concept about discourse and power. Discourse is produced by a particular knowledge. There are power relations in discourse. Power operates through three mechanisms, namely the hierarchical observation, the judgment of normality, and the examination. Data was collected through focus group discussions, interviews, observations, and documentation. Data were analysed using critical discursive analysis with archaeology of knowledge and genealogy of power from Michel Foucault. The results showed that the campus initiations program emerged because of the knowledge that new students were immature and not yet independent students but entered the foreign world, namely universities. New students need to be given the right information and provisions in order to adapt to their new environment quickly so as to successfully complete their studies. This is what makes it is always held every year. There are power relationship between new students and other academic community. The power operates with the rules made by the organizing committee. New students are under the supervision of the organizing committee and will be punished if they violate the rules or are found guilty by the organizing committee. The violence that occurs in it is part of 'the regime of truth'. The production of violence is a normal practice. Unfortunately, such violence has such a negative effect on new students and institution that violence must to be eliminated.

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Addressing violence in education: From policy to practice

Cited by 23 publications

References 11 publications

His, hers and theirs: comparative narratives from young people who use violence

His, hers and theirs: comparative narratives from young people who use violence

Violence and educational quality : effects of violence on the learning outcomes of students in Cameroon

Tracing Power Relations in Campus Initiations Program

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