The Epistemology of Violence: Understanding the Root Causes of Violence in Schooling (Critical Political Theory and Radical Practice)

This 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 â#x80;violent epistemologyâ#x80;#x99; and the â#x80;non-conducive circumstancesâ#x80;#x99; 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 â#x80;violentâ#x80;#x99; epistemology and the â#x80;non-conducive social circumstancesâ#x80;#x99; 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 â#x80;non-violentâ#x80;#x99; epistemology, and what fostering this might look like in practice This 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 â#x80;violent epistemologyâ#x80;#x99; and the â#x80;non-conducive circumstancesâ#x80;#x99; 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 â#x80;violentâ#x80;#x99; epistemology and the â#x80;non-conducive social circumstancesâ#x80;#x99; 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 â#x80;non-violentâ#x80;#x99; epistemology, and what fostering this might look like in practice Front Matter ....Pages i-xiii Introduction (Beth M. Titchiner)....Pages 1-17 A New Epistemic and Methodological Approach to the Study of Violence (Beth M. Titchiner)....Pages 19-42 Conceptualising Violence as a Problem of Epistemology (Beth M. Titchiner)....Pages 43-80 Conceptualising Violence in Relation to Social Circumstances and Subject Development (Beth M. Titchiner)....Pages 81-114 How Violent Epistemology Shapes the Contexts Surrounding Schools: Brazil, São Paulo, and the Baixada (Beth M. Titchiner)....Pages 115-158 How Violent Epistemology Shapes Schooling Systems: The Development of Public Schooling in Brazil and São Paulo (Beth M. Titchiner)....Pages 159-175 How Violent Epistemology Manifests in Schools: The Case of DCX (Beth M. Titchiner)....Pages 177-228 Moving Forwards (Beth M. Titchiner)....Pages 229-261 Back Matter ....Pages 263-268 This volume 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