Research on African Women since 1972: A Commentary

This article discusses several problematic aspects of the call for reparations to Africa for the slave trade. The call for reparations is based on questionable interpretations of international law, and questionable interpretations of history. There are debates regarding both the numbers of slaves, and the characteristics of slavery, in the Americas, the Arab world, and Africa itself, which influence consideration of whether reparations are justified. There are also debates regarding both the contribution of the trans-Atlantic slave trade to Western development, and how the trade under-developed Africa. Thus, the call for reparations is heavily based on a counterfactual approach. Nevertheless, serious discussion of whether the West owes reparations to Africa for the slave trade might deflect the future consequences of political resentment of the West in Africa.     

Myron Echenberg and African Studies in Canada

Myron Echenberg's scholarship resides on the frontier of both African Studies in Canada and historical research in general. He has helped not only to establish African history as a valid field for historical study but also to transform the parameters of history as a discipline, both the opening up of the study of non-Western societies and the increasing focus on newer kinds of history. He made his mark with a prize-winning study of the social history of African soldiers in the French army; and he spent the latter part of his career doing original work on medical history. The profound influence of his work is celebrated in this special issue. Three of the contributions to this issue, all dealing with medical history, are by Echenberg's former graduate students; two contributions are by close colleagues. In both his teaching and his writing, Echenberg has contributed to an understanding of the social issues of our time; but perhaps more important, he has through his teaching and his mentoring very much enriched the educational experience and well-being of his students and his colleagues.     

The aesthetics of “everyday” violence: narratives of violence and Hindu right-wing women

“Right-wing” movements see significant participation by women who espouse their exclusionary and violent politics while at the same time often contest their patriarchal spaces. Women also serve as discursive and symbolic markers that regularly form the basis of the rhetoric, ideology, actions and policies of the right-wing. However, even as women’s roles and politics within the right-wing remain diverse and important, dominant feminist scholarship has had uneasy encounters with right-wing women, labelling them as monolithic pawns/victims/subjects of patriarchy with limited or no agency. This article aims to question this notion by examining the aesthetics and visual and oral imagery appropriated, (re)constructed, transformed and mediated by right-wing women. Based on ethnographic and visual research conducted in 2013–2014 with women in the cultural nationalist Hindu right-wing project in India, I argue that right-wing women use a variety of visual and oral narratives (from images to storytelling) to negotiate with spatialities and carve out independent “feminine” discourses within the larger language of the right-wing. I also argue that these narratives are “ritualised” and performed in various spaces and styles and remain crucial to the “everyday” politics and violence of right-wing women. The “everyday” politics of right-wing women often contest, subvert and bargain with the patriarchal goals of the larger projects, rendering narratives as sites of examining agency. Using specific examples of visual and oral narratives from the aforementioned movement, this article articulates how everyday violence is shaped by the aesthetics of the nation and the body, and how these aesthetics shape everyday violence.     

This violence good,that violence bad: normative and state-centric discourses in British school textbooks

ABSTRACT

Under the statutory obligations of the Prevent strategy, British schools have greater responsibility to counter terrorism and extremism than ever before. However, research has yet to fully explore how schools tackle such a complex issue in the classroom. This research critically examines the discourses of terrorism and extremism found within British secondary school textbooks to deepen understanding of how terrorism and extremism are taught in schools. This article deploys a mode of critical discourse analysis to assess and critique the ways in which the political realms of terrorism and extremism are constructed. I argue that these discourses construct an ethical proximity between the text, the reader and the state, while rendering voiceless both the “terrorist” and the civilian living in states prioritised by British foreign policy. As such, this article argues that British school textbooks construct a normative perspective through which the violence of states is sanitised and normalised. It raises concern regarding the role of contemporary schooling in perpetuating a global politics of violent foreign policy.     

Workplace Assessment of Targeted Violence Risk: The Development and Reliability of the WAVR‐21

This study describes the development of the WAVR‐21, a structured professional judgment guide for the assessment of workplace targeted violence, and presents initial interrater reliability results. The 21‐item instrument codes both static and dynamic risk factors and change, if any, over time. Five critical items or red flag indicators assess violent motives, ideation, intent, weapons skill, and pre‐attack planning. Additional items assess the contribution of mental disorder, negative personality factors, situational factors, and a protective factor. Eleven raters each rated 12 randomly assigned cases from actual files of workplace threat scenarios. Summary interrater reliability correlation coefficients (ICCs) for overall presence of risk factors, risk of violence, and seriousness of the violent act were in the fair to good range, similar to other structured professional judgment instruments. A subgroup of psychologists who were coders produced an ICC of 0.76 for overall presence of risk factors. Some of the individual items had poor reliability for both clinical and statistical reasons. The WAVR‐21 appears to improve the structuring and organizing of empirically based risk‐relevant data and may enhance communication and decision making.     

The “Bestie di Satana” Murders

In recent years, satanic groups have been responsible for various types and degrees of crimes. We report the case of a number of murders committed in Italy by a group of young people calling themselves the “Bestie di Satana”. Forensic psychiatric assessment of the members of a satanic sect charged with the crime revealed that all the young people had a fragile, immature personality, a very low level of education and were socially disadvantaged. The trial of the members of the “Bestie di Satana” sect was concluded with the verdict of deliberate murder, and all the members were given long jail sentences. This report should lead us to explore social and cultural responses to juvenile satanism, statistically shown to be a relatively rare phenomenon but with a high criminal potential.     

Monitoring School Violence

Abstract

National monitoring of school violence is essential for needs assessments, policymaking, and evaluation at the national level. As informative and important as national monitoring is, the data generated at the national level is often not useful at the district or school site levels. There is therefore a need for a feasible method of monitoring school violence on the district and school level; furthermore, we need to find ways to effectively apply national-level information to schools and school districts. over time should be the foundation for the design, implementation, and evaluation of interventions in this area. In this article, we propose an expanded concept of monitoring that links comparable data on school violence at the grade, school site, district, and national levels. The paper presents our conceptual framework and methodology and illustrates its implementation in a district in Israel. We present examples of reports generated to monitor school violence for the district as a whole and for each of the school sites. Finally, we conclude that this is a feasible and useful model that social services could adopt to monitor practice in many other areas.     

School Violence Prevention

Abstract

Objective: This study was designed to describe the level of violence in three high schools and to test the effects of universal and targeted strategies to reduce this violence.

Design:A repeated measures design with two baseline scores and two intervention scores was used during a two year period. Two rural high schools served as control schools with a single intervention high school.

Participants: All freshmen at the three high schools completed a self-report measure of school violence; 420 completed the study at the end of their sophomore year.

Method: Multiple universal and targeted interventions to prevent school violence were used for slightly more than one year. Scores on student Victimization and Perpetration, gathered one year apart, were compared using a pre-test post-test model.

Findings: Student reports of perpetration at the intervention school were significantly lower than the combined scores at the control school. Students, teachers, and administrators reported improved awareness, knowledge, and skills to implement violence prevention programs.

Conclusions: A comprehensive program that includes university and high school partnerships has the capability to reduce school violence during a short period. Despite limitations to the study, continued use of research partnerships to decrease school violence is war-ranted.     

Perceptions of Risk Factors for School Violence

Abstract

The Federal Bureau of Investigation (FBI, 2000) recently released a report on common background characteristics of school shooters, which also stressed the importance of evaluating the reality of threat. The present study evaluated respondents' ability to discriminate between an unrealistic and a realistic threat and between a low and high risk level based on the FBI's background profile characteristics as well as to determine attitudes about whether some intervention was necessary. Respondents completed one of four randomly distributed vignettes, which differed in a 2 × 2 design (high vs. low background risk × realistic vs. unrealistic threat). These vignettes described a student who made a threatening statement regarding a teacher. Respondents then rated the student' level of risk for violence and indicated the degree to which they would intervene. Results revealed that, in keeping with the FBI guidelines, both reality of threat and background risk characteristics significantly influenced respondents' perceived risk for violence and need to intervene. Implications for educational settings and future research are discussed.     

Data Quality in Student Risk Behavior Surveys and Administrator Training

SUMMARY

This study examined the influence of survey validity screening on the results from three group-administered school surveys administered to samples totaling approximately 5500 students in 19 schools. The estimated levels of risk behaviors, antisocial behaviors, and victim experiences were substantially reduced when respondents who gave multiple inconsistent or extreme responses to other survey items were screened out of the data. The researchers also observed that the percentage of students giving inconsistent and illogically extreme responses was greater among those surveys given by an untrained administrator, raising the hypothesis that administrator training could be a critical factor in obtaining more consistent and trustworthy survey data. These results indicate that it may be important to train school staff in survey administration and to screen surveys for validity in order to improve the accuracy of student self-report surveys.