LEADER 04236nam 22005055 450 001 9910254971803321 005 20200703211757.0 010 $a94-6300-696-6 024 7 $a10.1007/978-94-6300-696-5 035 $a(CKB)3710000000873247 035 $a(DE-He213)978-94-6300-696-5 035 $a(MiAaPQ)EBC4737012 035 $a(MiAaPQ)EBC4697501 035 $a(OCoLC)959617254 035 $a(nllekb)BRILL9789463006965 035 $a(EXLCZ)993710000000873247 100 $a20160926d2016 u| 0 101 0 $aeng 135 $aurnn|008mamaa 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aMarginalisation and Aggression from Bullying to Genocide $eCritical Educational and Psychological Perspectives /$fby Stephen James Minton 205 $a1st ed. 2016. 210 1$aRotterdam :$cSensePublishers :$cImprint: SensePublishers,$d2016. 215 $a1 online resource (XX, 226 p.) 225 1 $aInnovations and Controversies: Interrogating Educational Change 311 $a94-6300-695-8 311 $a94-6300-694-X 320 $aIncludes bibliographical references and index. 327 $aPreliminary Material -- Aggression and Marginalisation in Educational Systems -- How and Why Do Aggression and Marginalisation Occur? -- Psychology, Social Cognition and Physical Genocide -- Educational Systems and Cultural Genocide -- What Can be Done? Some Ideas Regarding the Humanisation of Psychological and Educational Practice -- References -- Index. 330 $aIn 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. 410 0$aInnovations and Controversies: Interrogating Educational Change 606 $aEducation 606 $aEducation, general$3https://scigraph.springernature.com/ontologies/product-market-codes/O00000 615 0$aEducation. 615 14$aEducation, general. 676 $a370 700 $aMinton$b Stephen James$4aut$4http://id.loc.gov/vocabulary/relators/aut$0852442 801 0$bNL-LeKB 801 1$bNL-LeKB 906 $aBOOK 912 $a9910254971803321 996 $aMarginalisation and Aggression from Bullying to Genocide$92504080 997 $aUNINA