Marginalisation and aggression from bullying to genocide : critical educational and psychological perspectives /
Saved in:
Author / Creator: | Minton, Stephen James, author. |
---|---|
Imprint: | Rotterdam, The Netherlands : Sense Publishers, [2016] ©2016 |
Description: | 1 online resource |
Language: | English |
Series: | Innovations and controversies: interrogating educational change ; volume 5 Innovations and controversies ; volume 5. |
Subject: | |
Format: | E-Resource Book |
URL for this record: | http://pi.lib.uchicago.edu/1001/cat/bib/11267093 |
ISBN: | 9789463006965 9463006966 946300694X 9789463006941 9789463006958 9463006958 |
---|---|
Digital file characteristics: | text file |
Notes: | Includes bibliographical references (pages 199-221) and index. Print version record. |
Summary: | In this book, the author proposes the existence of a continuum of aggressive marginalisation phenomena, ranging from the unfortunately commonplace experiences of prejudice, discrimination and bullying behaviour, through to genocide. Attempts made by researchers and practitioners to understand, counter and prevent bullying behaviour are reviewed. A key finding has been that the success that has been accrued has been limited, especially when the case of those who belong to so-called 'minority' groups (who are often the target of prejudice outside of the school gates) is considered; it is suggested that future anti-bullying actions should meaningfully engage with prejudice as an underlying factor. After a critical consideration of the various psychological understandings of aggression, aggressive behaviour and marginalisation has been made, the author goes on to introduce and assess an eight-stage model of physical genocide, based primarily on insights from social cognitive psychology, and exemplified in the history of the Lakota-Cheyenne Campaign (1864--1890). This is followed by a consideration of the cultural genocide levelled against indigenous peoples (exemplified in the Sami people in Norway, and indigenous peoples of North America), as implemented through the actions of educational systems and educators. The book ends with some suggestions being made regarding our potential to address the 'One' and 'Other' mindset that is proposed as underlying the continuum of aggressive marginalisation phenomena -- through the psychological understandings that we can offer, the educational practice that we can provide, and in the conscious acts of the affirmation of humanity we can make in our individual and collective choices. Stephen James Minton is a lecturer in the psychology of education at the School of Education, Trinity College Dublin, Ireland. He has extensive experience in the fields of anti-bullying research and practice, and is interested in the histories and psychosocial situations, and especially the educational experiences, of marginalised people and groups. |
Other form: | Print version: Minton, Stephen James. Marginalisation and aggression from bullying to genocide. Rotterdam, The Netherlands : Sense Publishers, [2016] 946300694X |
Standard no.: | 10.1007/978-94-6300-696-5 |
Similar Items
-
School bullying and marginalisation : harmonising paradigms /
by: Shute, Rosalyn H.
Published: (2021) -
New perspectives on bullying /
by: Cowie, Helen
Published: (2008) -
Alleviating bullying : conquering the challenge of violent crimes /
Published: (2014) -
Bullying in school : perspectives from school staff, students, and parents /
Published: (2017) -
Bullying and the brain : using cognitive and emotional intelligence to help kids cope /
by: Plaford, Gary R., 1947-
Published: (2006)