School Violence: Issues of Teacher Voice and Domination

Autor/in	Finley, Laura L.
Titel	School Violence: Issues of Teacher Voice and Domination
Quelle	In: Journal of School Violence, 3 (2004) 1, S.63-77 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1538-8220
Schlagwörter	Violence; Focus Groups; Secondary School Teachers; School Safety; Educational Environment; Teaching Experience; High Schools; Teacher Role; Teacher Empowerment; Power Structure; Teaching Conditions; School Policy; Faculty Development + Suchen Sie Ihr Suchwort? Gewalt; Lernumgebung; Pädagogische Umwelt; Schulumwelt; High school; Oberschule; Lehrerrolle; Lehrbedingungen; Unterrichtsbedingungen; Schulpolitik
Abstract	While politicians and the media have devoted a great deal of attention to the "problem" of school violence, classrooms teachers remain an underutilized source of information and inspiration about the frequency of school violence, its causes, its consequences, and appropriate interventions. In essence, teachers have been given little, if any, voice. This article is a reflective piece that integrates the author's own experiences as a teacher, focus group data with high school teachers, and the extant literature regarding the importance of teacher voice. Research and theory regarding the relationship between the colonizer and the colonized serve as background. Also explored are the ways that teachers' voices are stifled, as well as suggestions for empowering teachers. (Contains 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10