Political Elements in Post-Columbine School Shootings in Europe and North America

Malkki, Leena

doi:10.1080/09546553.2014.849933

Cited by 42 publications

(22 citation statements)

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“…Malkki (2014), focusing on the presence of political elements in school shootings, distinguishes three types: Cases with explicit political communication by the perpetrator(s) (type 1), cases in which the perpetrator(s) made references to earlier attackers (type 2), and isolated cases in which the perpetrators made no references at all (type 3). In terms of the motivational structure, type 1 and type 2 appear most comparable with acts of terrorism.…”

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confidence: 99%

Same but Different? Developmental Pathways to Demonstrative Targeted Attacks — Qualitative Case Analyses of Adolescent and Young Adult Perpetrators of Targeted School Attacks and Jihadi Terrorist Attacks in Germany

Böckler¹,

Leuschner

Zick

et al. 2018

DEV

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Analysis of incidents over the past ten years in Germany reveals that the boundaries between targeted attacks in schools and terrorist attacks are starting to blur. Böckler, Leuschner, Roth, Zick, and Scheithauer (2018) recently presented a set of hypotheses about similarities between the developmental pathways of school attackers and lone actor terrorists. To date there is only a small body of empirical research comparing these two forms of targeted violence in depth. In order to fill this gap, this article presents findings from a qualitative analysis of prosecution files comparing the developmental pathways of German school attackers (N = 7; age range: 13 to 23) and Jihadi attackers (N = 7; age range: 21 to 28 years) who committed their attacks between 2000 and 2013. Using theoretical coding and constant case comparison, the contribution shows that the two phenomena have overlaps in which developmental processes and social mechanisms are similar. Both school attackers and Jihadi attackers frame their act of violence using cultural scripts and perform the attack on a public stage where victims are attacked not on the basis of personal conflicts but because of their symbolic meaning. Taking into account the similarities in the perpetrators’ developmental pathways, the authors propose that it might be more fruitful from an operational perspective to discuss severe target school violence and terrorist attacks under a common concept of demonstrative violence than to artificially assign them to exclusive classes of violence.

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confidence: 99%

Same but Different? Developmental Pathways to Demonstrative Targeted Attacks — Qualitative Case Analyses of Adolescent and Young Adult Perpetrators of Targeted School Attacks and Jihadi Terrorist Attacks in Germany

Böckler¹,

Leuschner

Zick

et al. 2018

DEV

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“…Yet others have utilized a range of datasets to outline the profile, or lack thereof, of lone actors accompanied by an analysis of pre‐attack behaviors (COT, ; Eby, ; Gill, Horgan, & Deckert, ; Gill, a; Gruenewald, Chermak, & Freilich, ; Jasparro, ; Meloy & Gill, ; Spaaij, ; Teich, 2013). Finally, comparative analyses with analogous offender types have highlighted similarities and differences between lone actors and school shooters, mass murderers and group terrorists (Gill & Corner, ; Gruenewald et al, ; Malkki, ; McCauley & Moskalenko, ).…”

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confidence: 99%

Lone‐Actor Terrorist Target Choice

Gill

Corner

2016

Behavioral Sci & The Law

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Lone-actor terrorist attacks have risen to the forefront of the public's consciousness in the past few years. Some of these attacks were conducted against public officials. The rise of hard-to-detect, low-tech attacks may lead to more public officials being targeted. This paper explores whether different behavioral traits are apparent within a sample of lone-actor terrorists who plotted against high-value targets (including public officials) than within a sample of lone actors who plotted against members of the public. Utilizing a unique dataset of 111 lone-actor terrorists, we test a series of hypotheses related to attack capability and operational security. The results indicate that very little differentiates those who attack high-value targets from those who attack members of the public. We conclude with a series of illustrations to theorize why this may be the case. Copyright © 2016 John Wiley & Sons, Ltd.

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“…Les données disponibles dans ce domaine viennent majoritairement de la recherche aux États-Unis. Ces 25 dernières années, les écoles élémentaires et secondaires y ont connu des cas très médiatisés de violences par armes à feu (Barbieri et Connell, 2014;Dinkes et al, 2009;Malkki, 2014;Morgan et al, 2015;Robers et al, 2013;CDC, 2008), qui ont mis en exergue à la fois la vulnérabilité du système scolaire et ses difficultés à prévenir la violence. (Robers et al, 2013).…”

Section: Violence Scolaire Et Sécurisation: Une Efficacité à Démontrerunclassified

Le rôle de l’école face à la radicalisation violente : risques et bénéfices d’une approche sécuritaire

Michalon-Brodeur¹,

Bourgeois-Guérin²,

Cénat

et al. 2019

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La radicalisation violente est un phénomène social aux contours imprécis et au fort investissement politique, qui concerne principalement les jeunes en ce qui a trait au passage à l’acte. Plusieurs pays occidentaux composent avec ce phénomène en optant pour une réponse sécuritaire, dans laquelle une étroite collaboration entre le champ de l’éducation et les forces de l’ordre est encouragée. Cet article explore les enjeux liés au resserrement des liens entre l’école et les forces de sécurité en matière de prévention de la radicalisation violente. Bien que le recul et les données probantes manquent pour tirer un bilan complet de ces relations, certaines recherches, consacrées à l’impact de la guerre au terrorisme sur les jeunes et sur la sécurisation des écoles américaines en réponse aux fusillades scolaires, appellent à la retenue. À la lumière de ces travaux, le présent article soutient qu’il est nécessaire d’établir des frontières claires entre les mandats de l’école et ceux des forces de sécurité. L’importance de ces pare-feu doit être mise de l’avant dans la formation du personnel scolaire en prévention de la radicalisation violente, afin de préserver la capacité de l’école à se poser en espace qui favorise le développement d’une pensée critique et d’une conscience de l’Autre.

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Political Elements in Post-Columbine School Shootings in Europe and North America

Cited by 42 publications

References 0 publications

Same but Different? Developmental Pathways to Demonstrative Targeted Attacks — Qualitative Case Analyses of Adolescent and Young Adult Perpetrators of Targeted School Attacks and Jihadi Terrorist Attacks in Germany

Same but Different? Developmental Pathways to Demonstrative Targeted Attacks — Qualitative Case Analyses of Adolescent and Young Adult Perpetrators of Targeted School Attacks and Jihadi Terrorist Attacks in Germany

Lone‐Actor Terrorist Target Choice

Le rôle de l’école face à la radicalisation violente : risques et bénéfices d’une approche sécuritaire

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