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008 190403s2016 gw sb 001 0 eng d
020 _a9789463006965
_q(electronic book)
020 _z9789463006958
_q(print)
024 7 _a10.1007/978-94-6300-696-5
_2DOI
035 _a(OCoLC)959617254
040 _aNL-LeKB
_cNL-LeKB
_erda
050 4 _aLB3013.3
072 7 _aJN
_2bicssc
072 7 _aEDU
_x000000
_2bisacsh
082 0 4 _a371.58
_223
100 1 _aJames Minton, Stephen,
_eauthor.
245 1 0 _aMarginalisation and Aggression from Bullying to Genocide :
_bCritical Educational and Psychological Perspectives /
_cStephen James Minton.
264 1 _aLeiden,
_aBoston :
_bBrill | Sense,
_c2016.
300 _a1 online resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_2rdacarrier
490 0 _aInnovations and Controversies: Interrogating Educational Change;
_vv. 5
490 0 _aEducational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
504 _aIncludes bibliographical references and index.
505 0 0 _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.
506 _aAvailable to subscribing member institutions only.
520 _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.
650 0 _aBullying in schools.
650 0 _aGenocide.
776 0 8 _iPrint version:
_tMarginalisation and Aggression from Bullying to Genocide: Critical Educational and Psychological Perspectives
_dLeiden, Boston : Brill | Sense, 2016,
_z9789463006958
830 0 _aInnovations and Controversies: Interrogating Educational Change
_v5.
830 0 _aEducational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001.
856 4 _zDOI:
_uhttp://dx.doi.org/10.1007/978-94-6300-696-5
999 _c23627
_d23627