Violence in schools and representations of young people. A critique of government policies in France and England.

Autor/in	Osler, Audrey
Titel	Violence in schools and representations of young people. A critique of government policies in France and England.
Quelle	In: Oxford review of education, 31 (2005) 2, S. 195-215Infoseite zur Zeitschrift Verfügbarkeit
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	gedruckt; Zeitschriftenaufsatz
ISSN	0305-4985
Schlagwörter	Forschung; Gewalt; Rezeption; Massenmedien; Schulpolitik; Jugendpolitik; Schule; Rassismus; Öffentliche Meinung; Internationaler Vergleich; Wirkungsforschung; Ethnische Gruppe; England; Frankreich
Abstract	This paper examines media discourses in France and in Britain relating to young people, violence and disaffection in schools, setting these within the framework of the UN Convention on the Rights of the Child, which emphasises young people´s participation rights. It analyses policy initiatives developed since 1997 in each country to address concerns about young people, disaffection and violence, examining these in the light of research evidence. It considers how public policies are variously shaped by research findings and by media representations. In France, attempts to reduce violence in schools have been accompanied by recognition that schools structurally produce disaffection and violence. In England there has been a shift in policy discourses. In 1997 the primary emphasis was social inclusion, but greater weight has since been given to the need to combat crime. (Male) youth disaffection is linked to crime. Policies addressing standards and achievement have been prioritised over policies to combat social exclusion. In both countries researchers and the media give particular attention to urban communities where minority ethnic communities live. Individual schools are labelled as failing and large numbers of young people are excluded or marginalised. In both countries minority ethnic students are over-represented among those formally excluded from mainstream education and in the least popular, most stigmatised, schools and classes. Violence and disadvantage are effectively institutionalised. Discourses in each country are racialised and disaffection is associated with minorities. Yet both countries offer universalist rather than targeted policy responses. Opportunities for student participation in school decision-making are limited. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2005/3