Relevant bibliographies by topics / School vandalism

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'School vandalism'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 July 2024

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Journal articles on the topic "School vandalism"

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Scribner, Campbell F. "Backtalk: Vandalism is a test that we have to pass." Phi Delta Kappan 103, no. 5 (February 2022): 67–68. http://dx.doi.org/10.1177/00317217221079986.

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The 2021-22 school year brought with it a wave of vandalism, much of it taking place in school vandalism. Campbell Scribner explains that such vandalism is not new and briefly traces the history of bathroom vandalism and how schools have responded. He urges school leaders to respond not with undue suspicion and surveillance, but with an eye to promoting student autonomy and growth.
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Tygart, Clarence. "Public School Vandalism." Urban Education 22, no. 2 (July 1987): 154–71. http://dx.doi.org/10.1177/004208598702200202.

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Coslin, Pierre G. "Adolescence et vandalismes." L’Orientation scolaire et professionnelle 18, no. 4 (1989): 351–64. http://dx.doi.org/10.3406/binop.1989.1717.

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It is interesting to examine behaviours and attitudes of adolescents towards vandalism because 1) recent studies have schown a close link between the attitudes and the behaviours of young people towards the vandalism in schools ; 2) vandalism has become an everyday characteristic of the youth of today. A first research seeks to analyse the relationship between adolescent’s attitudes to vandalism and their judgments with respect to prosocial behaviour. This approach is predicated on the hypothesis that one of the factors responsible for vandalism may be the replacement of the social responsibility norm by the reciprocity norm. A secund study focuses on such questions as adolescent judgments relating to the seriousness of vandalism behaviour, feelings about the debris left after the act of vandalism, acting out... It aims, more precisely, at determining what adolescents consider acts of vandalism as evidenced by their behaviour and attitudes and taking into account the factors of age, sex, type of school atended (junior high, high school, professional school).
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Vilalta, Carlos J., and Gustavo Fondevila. "School Vandalism in Mexico." Journal of School Violence 17, no. 3 (September 25, 2017): 392–404. http://dx.doi.org/10.1080/15388220.2017.1355809.

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Fuadi, Husnul, and Afdal Afdal. "Behavior of Vandalism in Junior High School Students." Jurnal Neo Konseling 3, no. 1 (November 17, 2020): 150. http://dx.doi.org/10.24036/00370kons2021.

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Behavioral vandalism carried out by students by scribbling learning facilities and infrastructure such as scribbling on walls, doors, tables and chairs using x-tips, pens, markers and pencils.This study aims to determine the description of vandalism behavior of students in junior high schools. This type of research is qualitative research in the form of case studies. The subjects in this study were 3 junior high school students using purposive sampling technique. Data collection instruments used in this study were interview, observation, and documentation guidelines. The data analysis technique used in this research is thematic analysis by conducting transcripts of interviews that have been verbatim The results revealed that all research subjects (vandals) had vandalistic behavior, good, cognitive, affective, psychomotor to the perpetrator of the vandal, the cause of the vandal. Furthermore, the three subjects preferred to close themselves related to their vandal orientation. Two of the three vandals felt less comfortable at home but remained at home alone in their room, while one other felt more comfortable outside the house, and rarely spent time at home so that the communication that occurred in between children and parents is reduced and makes the relationship less close, therefore opening up feels difficult to do.
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., Emas, Undang Sudarsana, and Novi Widya. "UPAYA PUSTAKAWAN DALAM MENGATASI VANDALISME." Nusantara - Journal of Information and Library Studies 1, no. 1 (January 1, 2018): 52. http://dx.doi.org/10.30999/n-jils.v1i1.271.

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Vandalisme di perpustakaan merupakan tindakan perusakan yang dilakukan oleh manusia terhadap koleksi maupun fasilitas yang ada di perpustakaan. Bentuk dari tindakan vandalisme terhadap bahan pustaka diantaranya corat coret, menandai dengan bolpoint atau stabilo, memberi tanda sebagai batas baca, melipat bahan pustaka, merobek, mengambil sebagian halaman bahan pustaka, menggunting gambar, mencopot stiker, penambahan tulisan serta mengotori bahan pustaka. Perpustakaan sekolah tidak terlepas dari bahaya vandalisme, salah satunya tindakan perobekan terhadap bahan pustaka. Hal yang dapat dilakukan pustakawan dalam mengatasi perobekan bahan pustaka yaitu dengan mengadakan kegiatan sosialisasi, melakukan kerjasama dengan guru kelas, melakukan kerjasama dengan orang tua siswa dan memberikan sanksi yang tegas terhadap pelaku perobekan bahan pustaka. ABSTRACT Vandalism in the library is an act of destcution committed by humans agains collection or facilities in the library. The form of vandalism against library materials such as scribbled marks, marked with ballpoint or highlighter, gave punctuation marks, forl library materials, rips, tore the page, removes stickers, attaches additives and contaminates library materials. The school library is inseparable from the dangers of vandalism, one of the act is tapping the materials. The things that librarians can do in overcoming library materials is by holding socialization activities, cooperating with teachers, parents and giving strict sanctions against the perpetrators of tapping library materials.
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Cooper, Russell, and Pauline Hunt. "Mentors to Combat School Vandalism." Mentoring & Tutoring: Partnership in Learning 4, no. 1 (June 1996): 3–11. http://dx.doi.org/10.1080/0968465960040101.

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TYGART, CLARENCE E. "Strain Theory and Public School Vandalism." Youth & Society 20, no. 1 (September 1988): 106–18. http://dx.doi.org/10.1177/0044118x88020001006.

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Aslan, Sevda. "University students’ opinions regarding school vandalism in Turkey." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 8 (January 10, 2018): 162–70. http://dx.doi.org/10.18844/prosoc.v4i8.3027.

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In this study, the aim is to determine university students’ opinions regarding school vandalism. The study group consisted of 203 first- to fourth-year students studying at Faculty of Humanities and Social Sciences, Yıldırım Beyazıt University; Gazi Faculty of Education, Gazi University; Faculty of Health Science, Kırıkkale University; Faculty of Education; Faculty of Education, Hacettepe University; Faculty of Agriculture, Omer Halis Demir University; Faculty of Economics and Administrative Sciences; Faculty of Arts and Sciences and Faculty of Education in Spring 2016–2017 academic year[AQ: Please approve edits made to sentence ‘Faculty of Education. . . ’]. In this study, university students’ views regarding school vandalism form were developed by the researcher in order to determine the views of university students. The study is a descriptive type of study. These forms consisting of 20 items were designed as a five-point Likert-type scale. The frequencies and percentages will be calculated later on. It was found that students’ positive perceptions about damage to the property by someone exposed to violence. On the other hand, their most negative perceptions were increase in vandalism as the students’ age increases. Keywords: University students, school vandalism, student views.
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Wang, Cixin, Kieu Anh Do, Leiping Bao, Yan R. Xia, Chaorong Wu, and Lauren Couch. "Ecological Influences on Chinese Adolescents’ Problem Behaviors: A Multilevel Analysis." Journal of Family Issues 39, no. 9 (February 22, 2018): 2545–71. http://dx.doi.org/10.1177/0192513x18757828.

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This study investigated the effects of individuals, school, and familial protective and risk factors and their interactions on adolescent problem behaviors using a stratified random sample of 2,864 (51.5% female) students from 55 classrooms in 13 schools in Shanghai, China ( Mage = 15.52 years, SD = 1.62). Results from the multilevel analyses indicate that being male, having high parent–adolescent conflict, high independent self-construal, low conformity, low grade rank, and low classroom-level and individual-level school adjustment predicted problem behaviors. Adolescent independent self-construal also interacted with parental autonomy granting to predict vandalism. For adolescents with low or moderate levels of independent self-construal, autonomy granting predicted lower odds of vandalism, but for adolescents with high levels of independent self-construal, parental autonomy granting predicted higher odds of vandalism. The findings highlight the complex effects of parenting and independent/interdependent self-construals on adolescent problem behaviors in China.
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Dissertations / Theses on the topic "School vandalism"

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Esau, Vernon Garth. "The influence of vandalism in schools on learner's academic performance." Thesis, Nelson Mandela Metropolitan University, 2007. http://hdl.handle.net/10948/691.

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School vandalism is a serious problem in South Africa, particularly, as it places a heavy burden on education budgets. It could also cause learning to collapse, since it infringes on the right of learners to be taught in clean, well kept school buildings, and to develop their full potential. It is generally accepted that cared for school facilities, adequate furniture and equipment, as well as clean ablution facilities, are conducive to a healthy learning environment. The aim of this research was to determine whether vandalism at schools in Nelson Mandela Metropole (NMM) has an influence on learners’ scholastic achievement. Against the background of the literature review, this investigation endeavours to report on the nature and extent of vandalism at a sample of South African schools, as well as preventative measures that be introduced to combat such vandalism. The research comprised of a study of relevant literature, followed by a qualitative research design. The literature study covered aspects regarding the nature, extent and consequences of vandalism at schools. The sample group consisted of learners, teachers and parents from four secondary schools in the western region of the Uitenhage District. The respondents completed questionnaires regarding their viewpoints on the role that the school, the parents, the community, the police and the media could play in curbing acts of vandalism at schools. The respective principals and some members of staff were also interviewed. The research revealed that both teachers and learners were of the opinion that preventative measures need to be put in place to combat the scourge of vandalism at schools. However, such programmes should be implemented in collaboration with the community, the parents, the South African Police Services and the media. In conclusion some recommendations were made to combat the scourge of vandalism at schools and these may be of value to all schools in South Africa that experience similar problems.
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Kanamaru, Antonio Takao. "Design de mobiliário em escola pública: produção, uso e pós-uso." Universidade de São Paulo, 2006. http://www.teses.usp.br/teses/disponiveis/16/16134/tde-23112010-163804/.

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Trata-se de investigação sobre o design no processo de produção e uso de mobiliário escolar em redes de ensino público no Brasil, com foco em São Paulo, a partir do problema da geração de sucata. Foram levantados os órgãos executivos e respectivos modelos implantados, conceitos e circunstâncias. Resultados de análise evidenciaram o surgimento e agravamento da influência do vandalismo sobre o mobiliário escolar, entre 1990-2005. Análise do fenômeno indica a importância da participação do usuário-educando no processo geral, tendo como instrumento social e ambiental o design em produção comunitária-escolar.
This work is a historical approach on production and usage process of school furniture in the public education system in Brazil, focusing São Paulo, from the problem of generation and destiny of scrap of this very product. The obtained results present the history of the responsible executive organs, concepts, circumstances and a implanted models. Chiefly, evidence the raise and worsening of the influence of vandalism on the school furniture, between 1990 and 2005, whose analysis of its meaning indicates the importance of the participation of user-student in the usage and production process, having as social and environmental tool the design in shool communitary production.
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Machado, Gabriela Martins. "PATRIMÔNIO PÚBLICO: DE TODOS OU DE NINGUÉM? UM ESTUDO ANTROPOLÓGICO SOBRE INTERVENÇÕES AO PATRIMÔNIO ESCOLAR." Universidade Federal de Santa Maria, 2014. http://repositorio.ufsm.br/handle/1/6256.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
Why do students produce marks on school walls, tables and cabinets? Were these purely violent demonstrations related to free riot and vandalism against the educational institution? The purpose of this study is to seek answers to these questions by finding alternative interpretations to common sense for the interventions done by goers of school public spaces. To do so, we performed ethnographic fieldwork with bias at the State Institute of Education Tiaraju, located in Sao Sepe / RS, where subsidies were extracted to demonstrate what kind of relationship the students have with the school environment, how these invisible links are externalized and materialized and for what reasons the school can be considered a local heritage.
Por que os alunos produzem marcas nas paredes, muros, mesas e armários da escola? Seriam estas manifestações puramente violentas, relacionadas à revolta gratuita e vandalismo contra a instituição de ensino? A proposta deste trabalho é buscar respostas para estes questionamentos, encontrando interpretações alternativas ao senso comum para as intervenções feitas por frequentadores de espaços públicos escolares. Para tanto, realizou-se trabalho de campo com viés etnográfico no Instituto Estadual de Educação Tiaraju, localizado no município de São Sepé/RS, de onde se extraiu subsídios para demonstrar que tipo de relação os estudantes constroem com o espaço escolar, como estes vínculos invisíveis são exteriorizados e materializados e por quais motivos a escola pode ser considerada um patrimônio local.
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Sousa, Marli Luiza de. "Violência contra a escola: repercussões curriculares - o olhar do Conselho de Escola numa escola municipal de Santo André." Pontifícia Universidade Católica de São Paulo, 2015. https://tede2.pucsp.br/handle/handle/9852.

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Made available in DSpace on 2016-04-27T14:31:36Z (GMT). No. of bitstreams: 1 Marli Luiza de Sousa.pdf: 1510124 bytes, checksum: a6424a872f2ef6142ab43b62a9d22ed7 (MD5) Previous issue date: 2015-08-19
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This present study aims to undertake an analysis of violence situations against the school, identifying how violence is manifested in daily life and addressed in school curriculum. Therefore, we analyze the situation from a vision of segment representatives that are part of the Public Power and representatives that are part of the user population of the School Council. We also analyze the relation that user and local community establish with a municipal school of kindergarten and elementary school, located in Santo André outskirts, metropolitan region of São Paulo. We also have analyzed the possible repercussions of school violence in the curriculum of this school in question. To realize this study, we chose a qualitative approach, through documental analysis and semi-structured interviews that were applied to the School Council representatives, from researched municipal school. For documentary analysis, we used five Pedagogical Political Projects developed by the school community in the period between 2010 and 2014. The research intended to indicate possibilities of violence confrontation against the school, observed in periods that building are not used in teaching activities, from the perspective of school counselors, and in a light of some consolidated theoretical aspects of the phenomenon of violence and school curriculum. The challenges of building a curriculum that dialogues with the real problems, checking the possibility of school overcoming violence situation, manifested through vandalism and pillaging are numerous. However, it is a possible path to be trodden in an articulated form between the power public and civil society, seeking the construction of a school founded on the principle of education social quality, from access and permanence of the subjects and the democratic management of education. It was intended, with this study, offer clues to support schools in increasing their careers searching educational activities that minimize and eliminate vandalism scenes and depredation of public property from the stage of their recent histories
O presente trabalho apresenta uma análise das situações de violência praticadas contra a escola, e identifica como as ações manifestam-se no cotidiano e são abordadas no currículo escolar. Para tanto, são verificadas as situações, a partir do olhar dos representantes dos segmentos que compõem o poder público e a população usuária do Conselho de Escola, e das relações que as comunidades usuária e local estabelecem com uma escola municipal de educação infantil e ensino fundamental localizada na periferia de Santo André, Região Metropolitana de São Paulo. Analisam-se, ainda, as possíveis repercussões da violência no currículo da escola em questão. Para este estudo, optou-se por uma abordagem qualitativa, que utilizou a análise documental e entrevistas semiestruturadas, aplicadas aos representantes do Conselho de Escola da unidade pesquisada. Para análise documental, foram utilizados cinco Projetos Políticos Pedagógicos elaborados pela comunidade escolar no período de 2010 a 2014. A pesquisa pretendeu indicar possibilidades de enfrentamento da violência praticada contra a escola, observada nos períodos em que o prédio não é utilizado em atividades letivas, sob a ótica dos conselheiros escolares e à luz de algumas vertentes teóricas consolidadas sobre o fenômeno da violência e do currículo escolar. São inúmeros os desafios para a construção de um currículo que dialogue com os problemas reais com vistas às possibilidades de superação das situações de violência à escola, manifestadas por meio de vandalismo e depredação, mas é um caminho possível de ser trilhado de forma articulada entre poder público e sociedade civil, de forma a construir uma escola alicerçada nos princípios da qualidade social da educação, de acesso e permanência dos sujeitos e da gestão democrática da educação. Pretendeu-se, com o estudo, oferecer pistas para que outros equipamentos escolares possam construir suas trajetórias com ações educativas que minimizem e eliminem cenas de vandalismo e depredação do patrimônio público do palco de suas histórias recentes
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Tyala, Sindiswa. "An investigation of issues adversely affecting black education, with special relation to poverty, vandalism and school fee payments : a study of some Eastern Cape primary schools." Thesis, Nelson Mandela Metropolitan University, 2007. http://hdl.handle.net/10948/625.

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The focus of this research was to establish how black primary school principals in some Port Elizabeth schools manage the problems of poverty, vandalism and non-payment of school fees. The aim of this research was to improve these burning issues at my own school, but also to assist other schools which are encountering similar problems with regard to these three issues. Qualitative research methods were used. Data was collected by studying relevant literature and conducting semi-structured interviews and participant observation. Composite case studies of the schools were compiled. Content analysis was used to analyse the data and recommendations for improvement were made. The results of the research indicate that since 1994, when democracy and equal human rights were declared, primary schools have actually been experiencing escalating problems in terms of poverty, vandalism and school fee payment. As the school system is closely intertwined with the socio-economic and political dimensions of society, these challenges can only be effectively addressed if all stakeholders in education collectively take up ownership of these problems and commit themselves to finding unique and effective solutions in the Port Elizabeth urban and rural areas.
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Turnbull, Marie Elizabeth. "School Safety: Comparing Students' Perceptions with Faculty Members' Perceptions." Miami University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=miami1438340194.

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Msimanga, Khehla Isaac. "An ecosystemic programme for dealing with vandalism at schools / Msimanga, K.I." Thesis, North-West University, 2011. http://hdl.handle.net/10394/7174.

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Vandalism is a complex phenomenon with no easy or single solution. A definition of vandalism underscores this complexity. It is defined as, inter alia, the intentional damaging or destroying of objects belonging to others, the voluntary degrading of environments with no profit motive, acts of which the results are considered as damage by the actors as well as the victim in relation to the norms that govern the situation, and the wilful or malicious destruction, injury, disfigurement, or defacement of property without the consent of the owner. Such social anti-behavioural acts are, however, both internationally and nationally spreading like a virus. Since schools are increasingly being regarded as soft targets for vandalism, which turns them into dangerous and unsafe places for teaching and learning, this study focused on a programme for dealing with vandalism in schools. The aim was to determine the effects of school vandalism on the education system, investigate the effects thereof on effective teaching and learning and to - on the basis of the findings obtained from both an in-depth literature study and empirical research design - make suggestions for an inclusive programme which schools can use to assist learners to develop responsible attitudes and behavioural patterns. An ecosystemic programme was selected as it allowed for a more holistic approach to assess vandalism, as a societal phenomenon, and to provide support/solutions to overcome such a phenomenon. Using Bronfenbrenner’s ecosystemic model of child development, in addition, enabled the researcher to examine the multiple effects and interrelatedness of vandalism, holistically in school environments. The family, community and school as environmental systems children experience during their development were, accordingly, addressed by employing a systems way of thinking. The nature and scope of the study are outlined in chapter one. Background information on the prevalence of vandalism in South African schools, which lead to the statement of the research problem, is presented.. In line herewith, the research aims and objectives are highlighted in this chapter. Within the parameters of an ecosystemic approach, the research methodology, incorporating the research paradigm, design, sampling methods as well as the data collection, analysing and interpretation strategies, are addressed. In order to redefine the research questions, chapter two consists of a discussion of the data obtained through an in-depth literature study on an ecosystemic model and theory as well as a systemic way of thinking. Whilst referring to Bronfenbrenner’s ecological model of child development, this chapter also outlines the dynamic processes of child development. Chapter three elaborates on the information set forward in chapter two, by explaining the different environmental systems children experience. By outlining their different elements and referring to the interdependence between them, the family, community and school as systems are discussed. The application of an ecosystemic theory to school and community interventions are, in addition, discussed. Within the parameters of an ecosystemic framework, acts of vandalism are scrutinized. By demonstrating the social contents and the underlying assumptions regarding school vandalism, the latter is defined and its causes, impact and effect on teaching and learning in South Africa are addressed with the aim of guiding the study in an explanatory way. After applying an ecosystemic theory to school and community interventions, chapter three also outlines the historical background and origin of vandalism, the vandal, the characteristics of vandals, specific motivational factors behind vandalism as well as the negative effects thereof. Following the latter, the causes of vandalism and possible prevention strategies are also identified. Chapter four, in addition to chapter one, deals with the research design and methodology as well as the issues of measurement in more detail. Flowing from this chapter, chapter five includes the responses obtained from the participants followed by a discussion of the findings according to the data obtained from the interviews and field notes. An interpretation of the findings is provided, recommendations are made and specific limitations of the study are, moreover, identified. The study ends with a summary of the research conducted and by presenting the final findings which, in turn, lead to proposing various recommendations
Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2011
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Hope, Timothy John. "Burglary and vandalism in schools : a study of theory and practice in the prevention of crime." Thesis, University of London, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.300109.

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Wong, Jennifer S. "No bullies allowed understanding peer victimization, the impacts on delinquency, and the effectiveness of prevention programs /." [Santa Monica, Calif. ] : Pardee Rand Graduate School, 2009. http://www.rand.org/pubs/rgs_dissertations/2009/RAND_RGSD240.pdf.

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Mdhuli, Maria Thobile. "The effects of school violence in rural secondary schools of Mkhuhlu Circuit, Bohlabela District." Diss., 2018. http://hdl.handle.net/11602/1217.

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MEd (Educational Management)
Department of Educational Management
In South Africa, violence continues to undermine the functioning of schools. Literature has revealed that the subject of school violence is quite varied and covers a wide variety of related areas from sociology to educational psychology; these examine psychological factors such as peer pressure, stress, cognition, emotional development and their relation to school violence. The study was aimed at investigating the effects of school violence in South African rural schools in Mpumalanga Province. The study used mixed methods approach employing both qualitative and quantitative approaches. For the quantitative part of the study, the study adopted simple random sampling to select the learners. A 'purposive sample' was used to select the principals and educators for the qualitative part of the study. A sample of 423 learners from the 9 secondary schools in the circuit was selected for the quantitative part of the study. A purposive sample of 9 principals and 18 educators was also be deemed appropriate for the qualitative part of the study. IBM SPSS version 23 was used to analyse quantitative data. Frequency tables were generated (univariate analysis), and the Chi-square test was used to calculate significant differences in the effects and coping strategies between male and female victims of school-based violence. Qualitative data was analysed thematically and used to support and complement the quantitative data. Principals and educators in schools with high prevalence of school-based violence was prioritised. It was expected that the effects of school-based violence in the study area were described. Causes of violence, its effects and ways to improve coping strategies in the respective schools are also anticipated to be comprehensively covered as expected outcomes.
NRF
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Books on the topic "School vandalism"

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Great Britain. Department of Education and Science. Architects and Building Branch., ed. School glazing and vandalism. London: DES, Architects and Building Branch, 1992.

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Simpson, John H. Evaluation of a vandalism prevention project. [Ottawa]: Programs Branch, Ministry of the Solicitor General, 1985.

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Great Britain. Department of Education and Science., ed. Crime prevention in schools: Building-related aspects : a discussion paper. London: Department of Education and Science, 1986.

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Șoitu, Laurențiu. Agresivitatea în școală. Iași: Institutul European, 2001.

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Mazin, Lawrence. An Educator's legal guide to stress-free discipline and school safety. Bloomington, Ind: National Educational Service, 1998.

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1951-, Habermann-Morbey Brigitte, ed. Psychologie des Schulvandalismus. Göttingen: Hogrefe, 1986.

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Guimarães, Aurea M. Vigilância, punição e depredação escolar. Campinas: Papirus, 1985.

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O, Gregoire Christine, Bergeson Terry, Washington (State). Superintendent of Public Instruction., Washington (State). Office of the Attorney General., and Channel One Network, eds. Crisis response box: Partnering for safe schools : a guide to help every school assemble the tools and resources needed for a critical indicident response. [Olympia, Wash.]: Office of the Attorney General, 2000.

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Day, Nancy. Violence in schools: Learning in fear. Springfield, N.J: Enslow Publishers, 1996.

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Commission for Local Authority Accounts in Scotland. A safer place: Property risk management in schools. Edinburgh: Accounts Commission for Scotland, 1997.

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Book chapters on the topic "School vandalism"

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Pablant, Pavel, and James C. Baxter. "Environmental Correlates of School Vandalism." In The Psychology of Vandalism, 213–33. Boston, MA: Springer US, 1996. http://dx.doi.org/10.1007/978-1-4899-0176-7_15.

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Mayer, G. Roy, Tom Butterworth, Mary Nafpaktitis, and Beth Sulzer-Azaroff. "Preventing School Vandalism and Improving Discipline." In The Psychology of Vandalism, 127–47. Boston, MA: Springer US, 1996. http://dx.doi.org/10.1007/978-1-4899-0176-7_9.

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Mayer, G. Roy, Mary Nafpaktitis, Tom Butterworth, and Pam Hollingsworth. "A Search for the Elusive Setting Events of School Vandalism." In The Psychology of Vandalism, 199–212. Boston, MA: Springer US, 1996. http://dx.doi.org/10.1007/978-1-4899-0176-7_14.

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Beck, Kathrin Franziska. "Conflict, Violence, and Vandalism in Schools During the COVID-19 Pandemic in Bavaria (Germany)." In The Palgrave Handbook of Global Social Problems, 1–16. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-030-68127-2_166-1.

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Beck, Kathrin Franziska. "Conflict, Violence, and Vandalism in Schools During the COVID-19 Pandemic in Bavaria (Germany)." In The Palgrave Handbook of Global Social Problems, 1–15. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-030-68127-2_166-2.

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Scribner, Campbell F. "Introduction." In A is for Arson, 1–4. Cornell University Press, 2023. http://dx.doi.org/10.7591/cornell/9781501770722.003.0001.

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This chapter introduces the concept of senseless destruction. It mentions how vandalism is often linked to criminal behavior, which refers to the pervasiveness of racist and sexist graffitis and millions worth of school property damage. However, vandals do not speak with a single voice as vandalism cuts across demographic lines and afflicts every kind of educational institution. The chapter presents multiple meanings of school vandalism communicated in distinct styles to move beyond the sensationalism of contemporary media. It also elaborates on how surveying the many sources of destruction should temper policy decisions with a degree of humility and forbearance of vandalism.
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Harrison, Brian. "‘Vandalism’ in Schools." In Problems of Adolescence in the Secondary School, 209–30. Routledge, 2018. http://dx.doi.org/10.4324/9780429491061-10.

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Scribner, Campbell F. "Shards." In A is for Arson, 155–61. Cornell University Press, 2023. http://dx.doi.org/10.7591/cornell/9781501770722.003.0010.

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This chapter features shards of the historical sublime of vandalism in different locations in America. It suggests that vandalism may be antihistorical in its haunting recurrence. Shards of history create space for a sort of unsettling sublimity that provides further understanding of the discussion of resistance and emotion. The chapter showcases some shards from the perspective of discontented parents and rebellious youths. It details some narratives of vandalism from different American cities and times, such as ninth-grade boys wrecking nine school buses in North Carolina in 1995 or Sharon Brewster's sentencing for setting the Lincoln Public Schools headquarters on fire.
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Bipath, Keshni. "School Safety in Mamelodi." In Cultivating a Culture of Nonviolence in Early Childhood Development Centers and Schools, 19–34. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7476-7.ch002.

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This chapter provides an overview of the crisis surrounding school safety in South Africa in general and in Mamelodi East in particular. It outlines a case study of the context and crisis in primary schools there, laying bare the brutal truth of bullying, vandalism, and gangsterism in these schools. Research into senior primary, high, and primary schools led to an empirical investigation which included interviews with school principals. This confirmed a reality that is being ignored: the current education system is in fact creating more opportunities for violence, bullying, and impoverishment. While resources such as the National Safety Programme exist, their translation into real measures and interventions remains questionable. Amongst other interventions, a more relevant Afrocentric curriculum and training for teachers is recommended. All stakeholders in education, community, home, and industry need to be held responsible for this dire situation and to take collective action.
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Scribner, Campbell F. "Populism and Property Destruction, 1790–1890." In A is for Arson, 11–36. Cornell University Press, 2023. http://dx.doi.org/10.7591/cornell/9781501770722.003.0002.

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This chapter explores the interrelation between populism and property destruction. It cites the inevitability of school buildings being caught up in political conflict since their maintenance depends on local taxation. Thus, damage to schools often translated into a political act or a response to perceived violations of the social compact. The chapter explains the changing public perception of destructive protests and their legitimacy. It highlights that populist vigilantism played a significant role in American life from the colonial period to the early twentieth century before detailing the populist roots of school vandalism. Moreover, physical destruction became unnecessary for the maintenance of majority rights as its perpetrators struggled to claim the mantle of public virtue.
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Conference papers on the topic "School vandalism"

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Mncube, Vusi, and Jenny Shumba. "LEARNERS’ PERSPECTIVES ON VANDALISM IN SCHOOLS." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.2160.

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Ross, John, Silvina Lopez Barrera, and Simon Powney. "Emmett Till Memorial: A Community Engaged Studio Project." In 109th ACSA Annual Meeting Proceedings. ACSA Press, 2021. http://dx.doi.org/10.35483/acsa.am.109.83.

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In 1955, Emmett Till was 14-year-old when he was kidnaped and brutally murdered by two white men in the Mississippi Delta. This racist incident was one of the key events that galvanized the Civil Rights Movement’s work. Through a com¬munity engagement project to design a memorial dedicated to Emmett Till, this essay explores a studio pedagogy that aimed to introduce social justice in architecture studios. The “Emmett Till Memorial” community engaged project took place in Spring 2020 in the first-year architecture studio of the School of Architecture at Mississippi State University. In this project, we partnered with the Emmett Till Memorial Commission (ETMC) to design a memorial at the Graball Landing site where it is believed Emmett’s body was found. Since April 2008, the ETMC attempts to commemorate this site and it has become a nationally recognized memory site. Unfortunately, the site has been subjected to repeated vandalism. This paper describes the different stages of this community engaged project in a contested site that aimed to embrace transformative service-learning ideas and critical reflection. The service-learning design project integrated field experiences, including visits to historic sites related to Emmett Till’s history and an immer¬sive experience with activists and community organizers from the ETMC. Using critical reflection as a pedagogical approach, discussions among students and community members cen¬tered on how the design outcome of this community engaged project would contribute to community conversations about the future development of the Graball Landing site as well as design vision and values that could be included in the new memorial and its restorative narrative. Students’ design proposals exhibited a wide range of design intentions and sources of inspiration. Employing symbolic and educational features, the diverse design proposals responded to specific environmental conditions of the place and explored how to engage visitors with Emmett Till’s history, the civil rights movement, and the future of racial reconciliation. Finally, this paper discusses how African-American historical sites have intentionally been ignored and marginalized and how architecture educators, students, and community members can partner to preserve sites of memory and to dismantle systematic racism in urban design and architecture.
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