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The Disinformation of “Violence Prevention”
April 20, 2009 marked the tenth anniversary of the school shootings at Columbine High School and therefore it is time again to reflect on the dominant mode of thinking that informs how the society addresses what is awkwardly called “school violence.” Below I present excerpts of a presentation made several years ago, that focuses on how the notion of “violence prevention” is a form of disinformation. It is disinformation in part because it refuses to seriously discuss the origin of the problems associated with violence between students or students and staff that occur at some schools. In place of grasping the social roots of these acts, “school violence” experts adopt a model of “security” that...
Failure to Hold: The Politics of School Violence
Given the recent discussion in media outlets on the tenth anniversary of the Columbine, it seems useful to reprint my review of Julie Webber’s (2003) volume Failure to Hold: The Politics of School Violence (Rowman & Littlefield). What makes the book stand out from other recent work on school violence (e.g., DiGiulio 2001; Newman 2004) is the author’s starting point. With her focus on problems of Western political philosophy, Webber links the analyses of school violence, popular culture and the hidden curriculum (given as rules about the nature of conflict and its uses) to a state policy of...
KIPP Charter School: The Violence of Bootstrapping
“From Teach for America to the KIPP charter schools to instructional innovations at colleges and universities, we have proven strategies ready to go to scale.” — Arne Duncan, Secretary of Education, February 9, 2009 speaking before the 91st Annual Meeting of the American Council on Education The Knowledge Is Power Program (KIPP) is, according to its promoters, a “nationwide network of open-enrollment college-preparatory public [charter] schools in under-resourced communities throughout the United States.” KIPP schools have been heavily promoted in the monopoly media as the key to “closing the achievement gap”. Particular attention has been given to a book celebrating KIPP...
On Controlling for Family Influence on Achievement
As I review Berends’ and colleagues 2008 volume Charter School Outcomes (Lawrence Erlbaum), a key assumption of Anglo-American political theory, namely that just inequality is the result of “natural distinction” (as opposed to social distinction), undergirds the authors’ efforts to improve research methods for evaluating school choice policies. Before addressing the political basis of this methodological project, it is important to note that the authors make the mistkae that Robert Yin suggests is all too common: research on school performance confounds schools as the proper unit of analysis with individuals; this is especially common with those obsessively turning to randomized field trials....
The Value of Case Study Method and Design
In one of her lasts posts as a blogger for Education Week, Jennifer Jennings (better known as Eduwonkette) argued that the development of good policy “depends on compelling answers to ‘why’ questions about both the observed effects and non-effects of policies and programs.” She emphasized that these “why” questions pertain both to the “inner workings of policies and programs” as well as their contexts. Given the pragmatic fanaticism that demands the rush to adopt what authorities deem “best practices”, this observation cannot be overstated. Jennings continues: “Borrowing...
