LEADER 03861nam  22005535  450 
001 9910338053603321
005 20200702025804.0
010   $a3-030-12911-X
024 7 $a10.1007/978-3-030-12911-8
035   $a(CKB)4100000007810381
035   $a(MiAaPQ)EBC5734435
035   $a(DE-He213)978-3-030-12911-8
035   $a(PPN)259460621
035   $a(EXLCZ)994100000007810381
100   $a20190318d2019      u|             0
101 0 $aeng
135   $aurcnu||||||||
181   $ctxt$2rdacontent
182   $cc$2rdamedia
183   $acr$2rdacarrier
200 14$aThe Epistemology of Violence$b[electronic resource] $eUnderstanding the Root Causes of Violence in Schooling /$fby Beth M. Titchiner
205   $a1st ed. 2019.
210  1$aCham :$cSpringer International Publishing :$cImprint: Palgrave Macmillan,$d2019.
215   $a1 online resource (276 pages)
225 1 $aCritical Political Theory and Radical Practice
311   $a3-030-12910-1 
327   $a1. 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, São Paulo and the Baixada -- 6. How Violent Epistemology Shapes Schooling Systems: The Development of Public Schooling in Brazil and São Paulo -- 7. How Violent Epistemology Manifests in Schools: The Case of DCX -- 8. Moving Forwards.
330   $aThis book provides an in-depth, multidisciplinary framework and case-study analysis for understanding the root causes of violence in schooling. Drawing on critical theory, psychology, neuroscience and learning theory, the author provides a holistic analysis of how ?violent epistemology? and the ?non-conducive circumstances? that it produces can be seen to be at the roots of violence in societies and social institutions such as schools. Chapter 1 outlines how current and historical theories of violence, and interventions based on them, have failed due to their inability to properly conceptualise the root causes of violence. Chapters 2 addresses this by providing a new epistemic and methodological framework for studying violence. Chapters 3 and 4 then demonstrate how violence can be best conceptualised as a problem of specifically ?violent? epistemology and the ?non-conducive social circumstances? that it fosters. Chapters 5-7 demonstrate in practice how violent epistemology results in multiple manifestations of violence at the global, national, local, and ultimately classroom level. Chapter 8 concludes the book by presenting an early conceptualisation of ?non-violent? epistemology, and what fostering this might look like in practice.
410  0$aCritical Political Theory and Radical Practice
606   $aPolitical theory
606   $aCritical theory
606   $aEducational policy
606   $aEducation and state
606   $aPolitical Theory$3https://scigraph.springernature.com/ontologies/product-market-codes/911010
606   $aCritical Theory$3https://scigraph.springernature.com/ontologies/product-market-codes/E44010
606   $aEducational Policy and Politics$3https://scigraph.springernature.com/ontologies/product-market-codes/O19000
615  0$aPolitical theory.
615  0$aCritical theory.
615  0$aEducational policy.
615  0$aEducation and state.
615 14$aPolitical Theory.
615 24$aCritical Theory.
615 24$aEducational Policy and Politics.
676   $a371.782
700   $aTitchiner$b Beth M$4aut$4http://id.loc.gov/vocabulary/relators/aut$01065267
906   $aBOOK
912   $a9910338053603321
996   $aThe Epistemology of Violence$92544252
997   $aUNINA