大葉大學圖書館 |

Marginalisation and aggression from bullying to genocide[electronic resource] :critical educational and psychological perspectives /

紀錄類型:	書目-電子資源 : Monograph/item
杜威分類號:	371.782
書名/作者:	Marginalisation and aggression from bullying to genocide : critical educational and psychological perspectives // by Stephen James Minton.
作者:	Minton, Stephen James.
出版者:	Rotterdam : : SensePublishers :, 2016.
面頁冊數:	xx, 226 p. : : ill., digital ;; 24 cm.
Contained By:	Springer eBooks
標題:	Bullying in schools.
標題:	Discrimination in education.
標題:	Marginality, Social.
標題:	Genocide.
標題:	Education.
標題:	Education, general.
ISBN:	9789463006965
ISBN:	9789463006941
ISBN:	9789463006958
摘要、提要註:	In 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.
電子資源:	http://dx.doi.org/10.1007/978-94-6300-696-5

Marginalisation and aggression from bullying to genocide[electronic resource] :critical educational and psychological perspectives /
Minton, Stephen James.

Marginalisation and aggression from bullying to genocidecritical educational and psychological perspectives /[electronic resource] :by Stephen James Minton. - Rotterdam :SensePublishers :2016. - xx, 226 p. :ill., digital ;24 cm. - Innovations and controversies: interrogating educational change ;v.5. - Innovations and controversies: interrogating educational change ;v.2..

In 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.

ISBN: 9789463006965

Standard No.: 10.1007/978-94-6300-696-5doiSubjects--Topical Terms:

342707
Bullying in schools.

LC Class. No.: LB3013.3 / .M56 2016

Dewey Class. No.: 371.782

Marginalisation and aggression from bullying to genocide[electronic resource] :critical educational and psychological perspectives /
LDR:03209nmm a2200325 a 4500 001 466369
003 DE-He213
005 20160926121540.0
006 m d
007 cr nn 008maaau
008 170415s2016 ne s 0 eng d
020 $a 9789463006965 $q (electronic bk.)
020 $a 9789463006941 $q (paperback)
020 $a 9789463006958 $q (hardback)
024 7 $a 10.1007/978-94-6300-696-5 $2 doi
035 $a 978-94-6300-696-5
040 $a GP $c GP
041 0 $a eng
050 4 $a LB3013.3 $b .M56 2016
072 7 $a JN $2 bicssc
072 7 $a EDU000000 $2 bisacsh
082 0 4 $a 371.782 $2 23
090 $a LB3013.3 $b .M667 2016
100 1 $a Minton, Stephen James. $3 671075
245 1 0 $a Marginalisation and aggression from bullying to genocide $h [electronic resource] : $b critical educational and psychological perspectives / $c by Stephen James Minton.
260 $a Rotterdam : $b SensePublishers : $b Imprint: SensePublishers, $c 2016.
300 $a xx, 226 p. : $b ill., digital ; $c 24 cm.
490 1 $a Innovations and controversies: interrogating educational change ; $v v.5
520 $a In 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.
650 0 $a Bullying in schools. $3 342707
650 0 $a Discrimination in education. $3 528182
650 0 $a Marginality, Social. $3 373874
650 0 $a Genocide. $3 410370
650 1 4 $a Education. $3 343011
650 2 4 $a Education, general. $3 634566
710 2 $a SpringerLink (Online service) $3 463450
773 0 $t Springer eBooks
830 0 $a Innovations and controversies: interrogating educational change ; $v v.2. $3 627547
856 4 0 $u http://dx.doi.org/10.1007/978-94-6300-696-5
950 $a Education (Springer-41171)