Teachers’ nascent praxes of care: potentially decolonizing approaches to school violence in Trinidad

Zero tolerance, punitive, and more negative peace-oriented approaches dominate school violence interventions, despite research indicating that comprehensive approaches are more sustainable. In this article, I use data from a longitudinal case study at a Trinidadian secondary school to focus on the role of teachers and their impact on school violence; I show that institutional constraints are not fully deterministic, as teachers sometimes deploy their agency to efficacious ends. In combining Noddings’ postulations on care and Freire’s notions of praxis as a symbiosis of reflection and action, I explicate the nascent praxes of care of six teachers at this school, as they strive for more positive peace-oriented approaches to school violence. I characterize these praxes as nascent because they are not fully interrogative of the structural violence of the entire system. However, I do argue that these nascent praxes possess decolonizing and transgressive potentiality in the face of a logic of coloniality that reinforces hierarchy, exclusion, and marginalization in the Trinidadian educational system. I conclude by contending that these nascent praxes must be scaled-up to more mature, radical praxes, including the cultivation of a systemic praxis of care; in other words, a deeper and broader postcolonial peace education.     

Ruth First: political journalist,researcher and teacher

This article begins with Ruth's teaching at Durham and Dar es Salaam and teaching and research at the Centro de Estudos Africanos in Maputo. It discusses Ruth's research on how white farmers and mining houses in South Africa addressed their common problem of finding labour that was ‘abundant and … cheap’. She wrote about migrant workers to the South African mines from the South African end in ‘The gold of migrant labour’ and from the Mozambican end in Black Gold: the Mozambican miner. The address examines her analysis of the ‘power elite’ in Barrel of a Gun. It concludes with the threat that new legislation makes to investigative journalism in South Africa.     

The Intersectionality of Discrimination Attributes and Bullying Among Youth: An Applied Latent Class Analysis

Discrimination is commonly experienced among adolescents. However, little is known about the intersection of multiple attributes of discrimination and bullying. We used a latent class analysis (LCA) to illustrate the intersections of discrimination attributes and bullying, and to assess the associations of LCA membership to depressive symptoms, deliberate self harm and suicidal ideation among a sample of ethnically diverse adolescents. The data come from the 2006 Boston Youth Survey where students were asked whether they had experienced discrimination based on four attributes: race/ethnicity, immigration status, perceived sexual orientation and weight. They were also asked whether they had been bullied or assaulted for these attributes. A total of 965 (78 %) students contributed to the LCA analytic sample (45 % Non-Hispanic Black, 29 % Hispanic, 58 % Female). The LCA revealed that a 4-class solution had adequate relative and absolute fit. The 4-classes were characterized as: low discrimination (51 %); racial discrimination (33 %); sexual orientation discrimination (7 %); racial and weight discrimination with high bullying (intersectional class) (7 %). In multivariate models, compared to the low discrimination class, individuals in the sexual orientation discrimination class and the intersectional class had higher odds of engaging in deliberate self-harm. Students in the intersectional class also had higher odds of suicidal ideation. All three discrimination latent classes had significantly higher depressive symptoms compared to the low discrimination class. Multiple attributes of discrimination and bullying co-occur among adolescents. Research should consider the co-occurrence of bullying and discrimination.     

Maytree: A respite center for the suicidal: an evaluation

This paper evaluates the contribution to suicide prevention made by an innovative project, Maytree, a respite center for the suicidal. Maytree offers a distinctive brief period of sanctuary for four nights for suicidal people; within this limited time it aims to provide opportunities through talking, reflecting, and relaxing for reducing the intense feelings that lead to suicidal behavior. The focus of this paper is on evaluating the first 3 years of Maytree's operation, exploring how Maytree works, and its effects on the people who stay there as "guests". This shows that Maytree reaches people who are at significant risk of suicide. Guests report both short term relief and longer term benefits. These changes are understood, through applying crisis intervention theory, as being generated by the opportunities for change in the Maytree approach. Thus, there is the potential for a benign cycle to be established. Maytree's model is different from that of mainstream, statutory services; we conclude that Maytree complements these services and also challenges the values and frameworks of statutory provision in the field of suicide prevention.     

Charles de Gaulle: The Warrior as Statesman

Charles de Gaulle is primarily remembered as the leader of “Free France” between 1940 and 1945, as well as for his time as president of the Fourth and Fifth Republics. This article explores some of the sources of his political belief system, using his military writings of the 1920s and 1930s before he became a celebrated politician. It suggests that his political views can only be understood as being influenced by his experiences as a soldier and his reflections thereon in those military writings.