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The epistemology of violenceunderstanding the root causes of violence in schooling /

Record Type:	Electronic resources : Monograph/item
Title/Author:	The epistemology of violenceby Beth M. Titchiner.
Reminder of title:	understanding the root causes of violence in schooling /
Author:	Titchiner, Beth M.
Published:	Cham :Springer International Publishing :2019.
Description:	xiii, 268 p. :ill., digital ;24 cm.
Contained By:	Springer eBooks
Subject:	School violence.
Online resource:	https://doi.org/10.1007/978-3-030-12911-8
ISBN:	9783030129118$q(electronic bk.)

The epistemology of violenceunderstanding the root causes of violence in schooling /
Titchiner, Beth M.

The epistemology of violenceunderstanding the root causes of violence in schooling /[electronic resource] :by Beth M. Titchiner. - Cham :Springer International Publishing :2019. - xiii, 268 p. :ill., digital ;24 cm. - Critical political theory and radical practice. - Critical political theory and radical practice..

1. Introduction -- 2. A New Epistemic and Methodological Approach to the Study of Violence -- 3. Conceptualising Violence as a Problem of Epistemology -- 4. Conceptualising Violence in Relation to Social Circumstances and Subject Development -- 5. How Violent Epistemology Shapes the Contexts Surrounding Schools: Brazil, Sao Paulo and the Baixada -- 6. How Violent Epistemology Shapes Schooling Systems: The Development of Public Schooling in Brazil and Sao Paulo -- 7. How Violent Epistemology Manifests in Schools: The Case of DCX -- 8. Moving Forwards.

This book provides an in-depth, multidisciplinary framework and case-study analysis for understanding the root causes of violence in schooling. Drawing on critical theory, psychology, neuroscience and learning theory, the author provides a holistic analysis of how 'violent epistemology' and the 'non-conducive circumstances' that it produces can be seen to be at the roots of violence in societies and social institutions such as schools. Chapter 1 outlines how current and historical theories of violence, and interventions based on them, have failed due to their inability to properly conceptualise the root causes of violence. Chapters 2 addresses this by providing a new epistemic and methodological framework for studying violence. Chapters 3 and 4 then demonstrate how violence can be best conceptualised as a problem of specifically 'violent' epistemology and the 'non-conducive social circumstances' that it fosters. Chapters 5-7 demonstrate in practice how violent epistemology results in multiple manifestations of violence at the global, national, local, and ultimately classroom level. Chapter 8 concludes the book by presenting an early conceptualisation of 'non-violent' epistemology, and what fostering this might look like in practice.

ISBN: 9783030129118$q(electronic bk.)

Standard No.: 10.1007/978-3-030-12911-8doi

Publisher. No.: namm 22003375 a 450Subjects--Topical Terms:

277243
School violence.

LC Class. No.: LB3013.3 / .T583 2019

Dewey Class. No.: 371.78

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505 0 $a 1. Introduction -- 2. A New Epistemic and Methodological Approach to the Study of Violence -- 3. Conceptualising Violence as a Problem of Epistemology -- 4. Conceptualising Violence in Relation to Social Circumstances and Subject Development -- 5. How Violent Epistemology Shapes the Contexts Surrounding Schools: Brazil, Sao Paulo and the Baixada -- 6. How Violent Epistemology Shapes Schooling Systems: The Development of Public Schooling in Brazil and Sao Paulo -- 7. How Violent Epistemology Manifests in Schools: The Case of DCX -- 8. Moving Forwards.
520 $a This book provides an in-depth, multidisciplinary framework and case-study analysis for understanding the root causes of violence in schooling. Drawing on critical theory, psychology, neuroscience and learning theory, the author provides a holistic analysis of how 'violent epistemology' and the 'non-conducive circumstances' that it produces can be seen to be at the roots of violence in societies and social institutions such as schools. Chapter 1 outlines how current and historical theories of violence, and interventions based on them, have failed due to their inability to properly conceptualise the root causes of violence. Chapters 2 addresses this by providing a new epistemic and methodological framework for studying violence. Chapters 3 and 4 then demonstrate how violence can be best conceptualised as a problem of specifically 'violent' epistemology and the 'non-conducive social circumstances' that it fosters. Chapters 5-7 demonstrate in practice how violent epistemology results in multiple manifestations of violence at the global, national, local, and ultimately classroom level. Chapter 8 concludes the book by presenting an early conceptualisation of 'non-violent' epistemology, and what fostering this might look like in practice.
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