Getting to YES. Negotiating Agreement Without Giving In

Schooling in Capitalist America.

A review of research on bullying and peer victimization in school: An ecological system analysis☆

Although there can be no dispute that schools must do all that can be done to ensure the safety of learning environments, controversy has arisen about the use of zero tolerance policies and procedures to achieve those aims. In response to that controversy, and to assess the extent to which current practice benefits students and schools, the American Psychological Association convened a task force to evaluate the evidence and to make appropriate recommendations regarding zero tolerance policies and practices. An extensive review of the literature found that, despite a 20-year history of implementation, there are surprisingly few data that could directly test the assumptions of a zero tolerance approach to school discipline, and the data that are available tend to contradict those assumptions. Moreover, zero tolerance policies may negatively affect the relationship of education with juvenile justice and appear to conflict to some degree with current best knowledge concerning adolescent development. To address the needs of schools for discipline that can maintain school safety while maximizing student opportunity to learn, the report offers recommendations for both reforming zero tolerance where its implementation is necessary and for alternative practice to replace zero tolerance where a more appropriate approach is indicated.

/pdf/are-zero-tolerance-policies-effective-in-the-schools-an-59go5sbxdo.pdf

Are Zero Tolerance Policies Effective in the Schools? An Evidentiary Review and Recommendations

August 1977 marks the completion of 20 years of publishing for American Behavioral Scientist. These 20 years of lively ferment in the social and behavioral sciences have witnessed tremendous growth, considerable controversy, and greater interplay between the social science community and the larger (indeed, global) society which is the personal and professional environment for us all. American Behavioral Scientist will celebrate its 20th anniversary by featuring-over the next three years-a series of Special Issues devoted to retrospective assessments of the progress made in the major social science disciplines and subfields during the last 20-25 years. Each issue is being developed by a distinguished guest editor whose primary mission will be to garner the critical and analytic talents of a carefully selected group of contributors. Their cumulative perceptions should be of value to social scientists and serious students from all disciplines and all research orientations.

American Behavioral Scientist: * 20th Anniversary * 1957-1977

Evidence-based observations of how the juvenile justice and educational systems can work together more effectively are presented.

Punishing dangerousness through preventive detention: illustrating the institutional link between school and prison.

Contents: Preface. J.N. Burstyn, Violence and Its Prevention: A Challenge for Schools. Part I: The Social Context of Violence in Schools. R. Casella, What Is Violent About "School Violence?" The Nature of Violence in a City High School. K.M. Williams, The Importance of Ethnography in Understanding Violence in Schools. G. Bender, Resisting Dominance? The Study of a Marginalized Masculinity and Its Construction Within High School Walls. H.W. Gordon, Someone Is Screaming: A Short Story. J.N. Burstyn, Account of an Interview With the Author. K.M. Williams, "Frontin' It": Schooling, Violence, and Relationships in the Hood. K.V. Luschen, Interrupting "Good" Girliness: Sexuality, Education, and the Prevention of Violence Against Women. Part II: Appraising Strategies to Counter School Violence. J.N. Burstyn, R. Stevens, Involving the Whole School in Violence Prevention. R. Casella, The Cultural Foundations of Peer Mediation: Beyond a Behaviorist Model of Urban School Conflict. R. Stevens, Peer Mediation: An Examination of a School District's Training Program for Educators. K.M. Williams, What Derails Peer Mediation? D.P. Guerra, J.N. Burstyn, Reaching Troubled Teens Through a Literacy Tutoring Project. J.N. Burstyn, The Challenge for Schools: To Prevent Violence While Nurturing Democracy.

Preventing Violence in Schools: A Challenge To American Democracy

Common Shock: Witnessing Violence Every Day: How We Are Harmed, How We Can Heal

THE SECURITY INDUSTRY TRADE MAGAZINE, AMERICAN SCHOOLAND UNIVERSITY, BEGAN an article about school safety with the following real-life scenario (Kennedy, 2001): As students were enjoying recess on the playground in the Plano Independent School District, Texas, a suspicious man sitting in a parked Cadillac tried to lure some of the children over to the car. When the teacher on duty saw what was happening and began to approach the car, the man drove off. That might have been the end of the incident, except that the teacher was carrying a two-way radio. She called back to the school office, and someone immediately called 911. A few minutes later, the man was in custody. "He was caught before he got out of the neighborhood," says Ken Bangs, director of police, security, and student safety for the Piano district. "Did we dodge a bullet? I believe that we did." For Bangs, it was more proof that the district's increasing use of radios was paying dividends in safer campuses, and more secure students and staff. "Having these radios makes a ton of difference," says Bangs. Like many articles that appear in American School and University, Security Technology and Design, Security Management, and other trade magazines of the security industry, the use of technology is described as a boon for school safety, and the newest advances and improvements in technology are regularly featured in articles and represented in advertisements that appear in the magazines. In addition to radios, these technologies include metal detectors, scanners, close-circuit televisions (CCTVs), iris recognition systems, and other forms of surveillance, detection, access control, and biometric equipment. Many of these items depend on technologies (such as digitalized networks and lasers) that were developed by military and security industry scientists beginning in the 1940s primarily for police and national security purposes during the Cold War. Today, the prevalence in high schools of what Devine (1996) called "techno-security" is an example of how these developments in technology have altered our public spaces, institutions, and homes. In the case of schools, the use of techno-security epitomizes fear of violence as well as fear of legal liability that convinces school district administrators that security technology is worth the expenditures. However, it also epitomizes the inroads that security businesses have made in the public school market. Peter Blouvelt, the executive director of the National Alliance for Sate Schools, remarked about security vendors: "Schools have become a major market for these guys. The proliferation of security equipment for schools has taken off" (cited in Light, 2002: 3). Schools are just one example of people's increased use and acceptance of security technologies in the United States. Government buildings, stores, offices, workplaces, recreation areas, streets, and homes have also been outfitted with CCTVs, biometric equipment, scanners, detectors, not to mention alarms, locks, and intercoms. At a security industry conference I attended as part of the research for this article, a spokesperson for a security corporation told conference participants that, according to research, in New York City an individual was likely to be caught on a security camera about seven times each day without knowing it; in London, the number was double that. Although the use of security technologies is often explained as a need during times of wanton violence and crime, the allure of technology and humans' fascination with gadgets and equipment partly explain why security technology is rapidly becoming a fixture in even the most idyllic areas. In the case of schools, though proponents of technologies warn against their misuse, they still believe that CCTVs, scanners, and other advanced technologies are essential for any overall school safety plan (Townley and Martinez, 1995; Kosar and Ahmed, 2000; Trump, 1999; Fickes, 2000). …

The False Allure of Security Technologies

What are we doing when we are “doing” cultural studies in education — and why?

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