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|a 9783030129118
|9 978-3-030-12911-8
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|a 10.1007/978-3-030-12911-8
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|a Titchiner, Beth M.
|e author.
|4 aut
|4 http://id.loc.gov/vocabulary/relators/aut
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|a The Epistemology of Violence
|h [electronic resource] :
|b Understanding the Root Causes of Violence in Schooling /
|c by Beth M. Titchiner.
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|a 1st ed. 2019.
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|a Cham :
|b Springer International Publishing :
|b Imprint: Palgrave Macmillan,
|c 2019.
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|a XIII, 268 p. 4 illus.
|b online resource.
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|a text
|b txt
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|a computer
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|a online resource
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|a text file
|b PDF
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|a Critical Political Theory and Radical Practice
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|a 1. 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.
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|a 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 '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.
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|a Political theory.
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|a Critical theory.
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|a Educational policy.
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|a Education and state.
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|a Political Theory.
|0 http://scigraph.springernature.com/things/product-market-codes/911010
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|a Critical Theory.
|0 http://scigraph.springernature.com/things/product-market-codes/E44010
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|a Educational Policy and Politics.
|0 http://scigraph.springernature.com/things/product-market-codes/O19000
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|a SpringerLink (Online service)
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|t Springer eBooks
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|i Printed edition:
|z 9783030129101
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|i Printed edition:
|z 9783030129125
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|i Printed edition:
|z 9783030129132
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|a Critical Political Theory and Radical Practice
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|u https://doi.org/10.1007/978-3-030-12911-8
|z Full Text via HEAL-Link
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|a ZDB-2-POS
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|a Political Science and International Studies (Springer-41174)
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