scholarly journals UNDERSTANDING OF SYMBOLIC VIOLENCE IN REALIZING THE CONDUCIVE EDUCATIONAL ECOSYSTEM (STUDY ON MAN KOTA BATU)

2019 ◽  
Vol 1 (1) ◽  
Author(s):  
Sabilla Amirulloh
Keyword(s):  
School Environment ◽  
Physical Violence ◽  
Symbolic Violence ◽  
Research Approach ◽  
Data Display ◽  
Teachers And Students ◽  
The Face ◽  
Data Validity ◽  
Verbal Violence ◽  
Forms Of Violence

The phenomenon of violence in the school environment is still happening. Such violence may be physical violence, verbal violence, psychic violence, and symbolic violence. Various forms of violence have been understood as a school effort to discipline students. However, that violence may potentially impact the educational environment to be non-conducive. This study aims to explore more deeply about the ecosystem in Madrasah Aliyah Negeri Kota Batu. To achieve that goal, this research is done by using a qualitative research approach. Subjects of this study were teachers and students who were in the arena of symbolic violence, namely in the school environment. Data collection uses observation, interview, and documentation. The data obtained were analyzed using technical analysis from Miles and Huberman with data condensation, data display, and conclusion. Test data validity uses data triangulation and method triangulation. This study was analyzed using the perspective of symbolic violence of Pierre Bourdieu. The results of this study indicate that there is no intention from the school to commit violence on the basis of their power. The assertive action was taken solely as a disciplining process to learners. The action is aimed at students to have a ‘moral honor’ that is useful to them and create a conducive educational ecosystem. Although sometimes get a reaction from learners but this action they can understand as an action that is naturally done by the school in the face of irregularities committed by some learners. 

scholarly journals PENANAMAN PENDIDIKAN KARAKTER PEDULI LINGKUNGAN DI SEKOLAH DASAR

2021 ◽  
Vol 15 (1) ◽  
pp. 98
Author(s):  
Arifin Muslim ◽  
Novica Dimar Azizah ◽  
Supriatna Supriatna
Keyword(s):  
Character Education ◽  
School Environment ◽  
School Curriculum ◽  
School Principal ◽  
Environmental Care ◽  
Teachers And Students ◽  
Data Validity ◽  
Using Data ◽  
Time Issue

This research was conducted based on the indicators of character education on environmental care which aimed to find out and analyze the school curriculum, the applying process of character education during learning in the class, the implementation, supporting factors, and hampering factors in implementing character education on environmental care. This was a descriptive qualitative research which focused on the indicators that must be achieved by the school and students. The main sources of this research were the school principal, the teachers and students of second and fifth grades. The data were collected using observation, interview, and documentation with the researcher himself as the instrument. The data were then analyzed using data reduction, data display, and conclusion. The data validity in this research used triangulation technique which was  source  triangulation.  The  results  showed  that  the  implementation  of character education on environmental care was done based on the school curriculum in regular activities, spontaneous activity, exemplary, and conditioning; the applying process of character education during learning in the class and at school;  the  implementation  of character education  could  be  seen  from  eight indicators which had been achieved by the school, six indicators which had been done by low and high-class students. The supporting factors were also found at school in the form of infrastructure and the role of school environment. However, there were also hampering factors such as time issue which caused less maximal implementation and the lack of giving reward to the students who had cared with environment.

scholarly journals Acoso escolar en Educación Primaria y en Educación Secundaria en Badajoz. Análisis de los factores de riesgos

2021 ◽  
Vol 24 (2) ◽  
Author(s):  
Manuel Fernández Guerrero ◽  
Miriam Suárez Ramírez ◽  
Jorge Rojo Ramos ◽  
Sebastián Feu Molina
Keyword(s):  
Secondary Education ◽  
School Violence ◽  
Physical Violence ◽  
Verbal Violence ◽  
Educación Primaria ◽  
Forms Of Violence ◽  
The City ◽  
Violencia Escolar

En el periodo de la transición de Ed. Primaria a Educación Secundaria Obligatoria es donde se producen la mayoría de los casos de acoso escolar a lo largo de toda la geografía española. Es muy importante detectar dicha problemática con premura para analizarla y erradicarla de los centros escolares. Con este estudio se ha pretendido identificar las formas de violencia que se producen en las aulas, y analizar la percepción del acoso escolar para cada una de las formas de violencia recibida y observada en función de las características de los alumnos de Ed. Primaria y ESO de la ciudad de Badajoz. Para ello han participado 1093 alumnos de 6º de Ed. Primaria y de 1º de Educación Secundaria Obligatoria de 19 centros educativos con edades entre 11 y 14 años. El instrumento utilizado ha sido el Cuestionario de Violencia Escolar Cotidiana (CUVECO). Entre las conclusiones más destacadas podemos reseñar que en Badajoz existen algunos casos de acoso escolar con puntuaciones elevadas, las chicas observan más el acoso escolar, los chicos reciben más violencia verbal, la violencia observada predomina en ESO y a medida que la edad aumenta el alumno cambia la violencia verbal por la violencia física. In the period of the transition from Primary to Compulsory Secondary Education is where most cases of bullying occur throughout the Spanish geography. It is very important to detect this problem quickly to analyse it and eradicate it from schools. This study has been aimed at identifying the forms of violence occurring in classrooms, and analyzing the perception of bullying for each of the forms of violence received and observed based on the characteristics of Primary Ed. and ESO students in the city of Badajoz. For this purpose, 1093 students from 6th Ed. Primary and 1st Compulsory Secondary Education of 19 schools between 11 and 14 years old participated. The instrument used has been the Daily School Violence Questionnaire (CUVECO). Among the most noteworthy conclusions we can say that in Badajoz there are some cases of bullying with high scores, girls see more bullying, boys receive more verbal violence, observed violence predominates in ESO and as age increases the student changes verbal violence by physical violence.

scholarly journals The effects of attitudes towards violence on violent behaviour among secondary school students: Moderation by gender and aggressiveness

2015 ◽  
Vol 47 (2) ◽  
pp. 285-304
Author(s):  
Milan Oljaca ◽  
Bojana Dinic ◽  
Valentina Sokolovska
Keyword(s):  
Secondary School ◽  
Violence Prevention ◽  
Secondary School Students ◽  
Physical Violence ◽  
Unique Contribution ◽  
Violent Behaviour ◽  
School Students ◽  
Positive Attitudes ◽  
Verbal Violence ◽  
Forms Of Violence

The aim of this research was to explore the effects of attitudes towards violence on different forms of violence behaviour among secondary school students. The moderator roles of gender and aggressiveness in relationships between attitude and violence were also tested. The Bullying Attitudinal Scale, the Peer Violence and Victimisation Questionnaire (PVVQ), and the Aggressiveness questionnaire AVDH were administered on the sample of 643 second- to fourth-grade secondary school students from urban area (61.7% boys)grade. The results have shown that among boys more positive attitudes towards violence had significant effect on direct violence forms - physical and verbal, but that it depended on aggressiveness whether violence would be manifested as physical. Namely, the boys with more positive attitudes towards violence, who, at the same time, scored higher on aggressiveness, were more prone to physical violence. Unlike them, the boys with more positive attitudes towards violence but with lower aggressiveness were less prone to physical aggression. In the case of verbal violence, it has been shown that boys with more positive attitudes towards violence were more prone to verbal violence, regardless of aggressiveness. Aggressiveness had a unique contribution to the prediction of verbal violence and only a significant effect in the prediction of relational violence. The importance of changing the attitudes towards violence in the context of violence prevention is discussed.

scholarly journals LIFE SKILLS PROGRAM MANAGEMENT IN IMPROVING ENTREPRENEURSHIP

2020 ◽  
Vol 8 (3) ◽  
pp. 10-21
Author(s):  
Maisah ◽  
Ahmad Syukri ◽  
Sungkowo
Keyword(s):  
Life Skills ◽  
Boarding School ◽  
Boarding Schools ◽  
Research Approach ◽  
Academic Skill ◽  
The Face ◽  
Data Validity ◽  
Using Data ◽  
The Times ◽  
Life Skills Program

This Study at Al Baqiyatus Shalihat Islamic Boarding School in West Tanjung Jabung Regency, Karya Pembangunan Al-Hidayah Islamic Boarding School in Jambi City and Al-Munawaroh Boarding School in Merangin Regency Jambi Province. Life Skills Program are a group of skills program that include social skill, personal skill, academic skill and vocational skill. These skills are taught at Islamic boarding schools to equip students to live independently and have Islamic entrepreneurial behavior in the face of the development and progress of the times. The purpose of this study was to determine the management life skills program to improve the behavior of students in entrepreneurship, the excellence of managing life skills program that have been implemented by Islamic Boarding Schools and determined the behavior of students in entrepreneurship. The research approach is used to descriptive qualitative approach. Data collection techniques using observation, interview and documentation. Data analysis using Miles and Huberman models and data validity techniques using data triangulation.

scholarly journals REPRESENTASI KEKERASAN DALAM NOVEL LAUT BERCERITA KARYA LEILA S. CHUDORI (REPRESENTATION OF VIOLENCE IN LAUT BERCERITA NOVEL BY LEILA S. CHUDORI)

2021 ◽  
Vol 11 (2) ◽  
pp. 194
Author(s):  
Yulina Rahmi
Keyword(s):  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
Qualitative Method ◽  
Physical Violence ◽  
Critical Discourse ◽  
The Novel ◽  
Social Forms ◽  
Verbal Violence ◽  
Discourse Practice ◽  
Forms Of Violence

AbstractRepresentation of Violence in Laut Bercerita Novel by Leila S. Chudori. This study aims to describe the forms of violence and resistance in the novel Laut Bercerita by Leila S. Chudori. The description is done by discourse analysis. Critical discourse analysis examines various social forms and their imbalances displayed through text, then relates them to social and political contexts. This research uses descriptive qualitative method with Norman Fairclough's critical discourse analysis approach Based on the analysis, there are three types of violence, namely physical, verbal, and bureaucratic violence. The form of physical violence are beatings and torture. The form of verbal violence are to accuse and ridicule. Bureaucratic violence is shown in the form of a prohibition on joining a formal institution for people with a certain background and the prohibition of staging theater or poetry which are considered to carry certain ideologies. Meanwhile, there are two types of resistance representations, namely open resistance and closed resistance. Open resistance is shown in the form of demonstrations. Closed resistance is shown in the form of resistance to categories imposed on society. Key words: discourse practice, violence, representation  AbstrakRepresentasi Kekerasan dalam Novel Laut Bercerita Karya Leila S. Chudori. Penelitian ini bertujuan untuk mendeskripsikan wujud kekerasan dan perlawanan dalam novel Laut Bercerita karya Leila S. Chudori. Deskripsi tersebut dilakukan dengan analisis wacana. Analisis wacana kritis mengkaji beragam bentuk sosial dan ketimpangannya yang ditampilkan melalui teks, kemudian menghubungkannya dengan konteks sosial dan politik. Penelitian ini menggunakan metode deskriptif kualitatif dengan pendekatan analisis wacana kritis Norman Fairclough. Berdasarkan hasil analisis, terdapat tiga jenis kekerasan, yaitu kekerasan fisik, verbal, dan birokratik. Kekerasan fisik dengan wujud pemukulan dan penganiayaan. Kekerasan verbal dengan wujud menuduh dan mengejek. Kekerasan birokratik ditunjukkan dalam wujud larangan bergabung dengan suatu institusi formal bagi orang dengan latar belakang tertentu dan larangan pementasan seni teater atau puisi yang dianggap membawa ideologi tertentu. Sedangkan, representasi perlawanan terdapat dua jenis, yaitu perlawanan terbuka dan perlawanan tertutup. Perlawanan terbuka ditunjukkan dalam wujud demonstrasi. Perlawanan tertutup yang ditunjukkan dalam bentuk penolakan terhadap kategori-kategori yang dipaksakan terhadap masyarakat. Kata-kata kunci: wacana kritis, kekerasan, representasi

scholarly journals Bully Phenomenon toward the Apparance of Violence in Educational Institutions (A Case Study in North Aceh)

2018 ◽  
Vol 14 (4) ◽  
pp. 23
Author(s):  
Chairan M. Nur
Keyword(s):  
Qualitative Research ◽  
School Environment ◽  
Physical Violence ◽  
Educational Institution ◽  
Educational Institutions ◽  
Qualitative Research Methodology ◽  
Forms Of Violence ◽  
The Impact ◽  
Data Checking

This study aims at determining bully phenomenon among teenagers who bring impacts of violence in educational institutions, and how to eliminate it among teens when the existence of educational institution away from all forms of violence in North Aceh. Qualitative research methodology was used. Data was collected through observation and interview techniques. A descriptive qualitative analysis were used. Data checking was done by triangulation of sources, techniques, and timing.The results showed that bullying phenomenon among teens had the impact on violence in educational institutions, especially in a school environment where oppression and squash be a familiar sight. Initially, it was only at the level of ridicule, and then it developed into acts of repression, threats, and physical violence. To eliminate these, it should give guidance, advice, examples from the school, and enrich Islamic knowledge agains bullying.

Recurrence of Violence Against Teachers: Two-Year Follow-Up Study

2019 ◽  
pp. 088626051986165
Author(s):  
Francine Nesello Melanda ◽  
Denise Albieri Jodas Salvagioni ◽  
Arthur Eumann Mesas ◽  
Alberto Durán González ◽  
Selma Maffei de Andrade
Keyword(s):  
School Environment ◽  
Physical Violence ◽  
Error Variance ◽  
Public School Teachers ◽  
Psychological Violence ◽  
School Teachers ◽  
Face To Face ◽  
South Of Brazil ◽  
Forms Of Violence

The objective of this study was to analyze whether the experience of violence by teachers in the school environment increases the risk of teachers suffering violence again within a 2-year period. This longitudinal study included 430 primary and secondary public school teachers from a city in the south of Brazil, with data collected at two time points: T1 (2012-2013) and T2 (2014-2015). The data were obtained via face-to-face interviews and the completion of a questionnaire. The forms of violence investigated included reports of insults from students, humiliation or embarrassment by colleagues or superiors, and threats and physical violence from any member of the school occurring in the 12 months prior to the study. McNemar’s test and the Poisson regression with robust error variance were used in the analyses, and the relative risk (RR) and 95% confidence interval (95% CI) were calculated. After 2 years, there was a reduction in violence reported by the teachers from 65.4% (T1) to 56.9% (T2) ( p = .003). Teachers who suffered a certain form of violence had three times the risk of suffering that type of violence again. Those who reported three or four forms of violence at T1 had an RR of 2.23 of suffering any form of violence at T2 (95% CI [1.70, 2.93]) compared with those who did not report violence at T1. Psychological violence at T1 was not associated with physical violence at T2, nor was physical violence at T1 associated with psychological violence at T2. Despite the reduction in violence against teachers reported at T2, some forms of violence remained stable after 2 years. Suffering more forms of violence increases the risk of suffering any future violence.

Educational Persistence in the Face of Violence

2018 ◽  
Vol 11 (2) ◽  
pp. 94-113 ◽  
Author(s):  
Adrian H. Huerta
Keyword(s):  
High School ◽  
High School Students ◽  
Urban Communities ◽  
Educational Aspirations ◽  
School Students ◽  
Male Youth ◽  
Educational Persistence ◽  
The Face ◽  
Latino Male ◽  
Forms Of Violence

Latino boys and young men often carry the debt of violence into different spaces. This invisible trauma manifests into disruptive behaviors in schools. It is well documented that violence in urban communities and schools has received significant attention from researchers, but little attention has been paid to Latino male youth as individuals and the various forms of violence they have experienced, and how that impacts educational persistence. This qualitative study focuses on 26 Latino male middle and high school students who are attending two continuation schools to understand the types of violence they have experienced and their educational aspirations after high school.

Empowerment and IPV in Married Women of Reproductive Age: Evidence from Pakistan Demographic Health Survey 2017–2018

2021 ◽  
pp. 088626052098038
Author(s):  
Mohammad Vaqas Ali ◽  
Jawad Tariq
Keyword(s):  
Sexual Violence ◽  
Health Survey ◽  
Partner Violence ◽  
Physical Violence ◽  
Secondary Analysis ◽  
Married Women ◽  
Reproductive Age ◽  
Women Empowerment ◽  
Women Of Reproductive Age ◽  
Forms Of Violence

The study was an attempt to identify demographic, household, and women empowerment factors that predicted emotional, physical, and sexual violence in ever-married women of reproductive age (15–49 years, n = 3,965) in Pakistan by performing secondary analysis on Pakistan Demographic and Health Survey, 2017–2018. The analysis was done using SPSS (v.22) and binary and multivariate logistic regression techniques were performed for analyses. The analysis found that 30.2% of women experienced emotional, 24.1% reported less severe physical, 6.5% experienced severe physical, and 4.3% experienced sexual violence, respectively. The multivariate analysis found that husband’s age, education, wealth, and alcohol consumption were significant predictors of intimate partner violence (IPV). Additionally, womens’ age, education, and number of children also significantly predicted IPV. With respect to empowerment variables, ownership of house was a significant predictor of less severe physical violence, ownership of property significantly predicted emotional violence, and autonomy in household purchase decisions was significantly related to severe physical violence. The control on husband’s income as a measure of empowerment significantly predicted all four types of IPV. Belief in patriarchy also turned out to be an important factor in determining emotional and less severe physical violence. The study concludes that women empowerment in household context can prevent less serious forms of violence but to hinder serious forms of violence, interventions at family and community level will be required.

Not Just Sticks and Stones: Psychological Abuse and Physical Violence among U.S. State Senators

2021 ◽  
pp. 1-26
Author(s):  
Rebekah Herrick ◽  
Sue Thomas
Keyword(s):  
Gender Differences ◽  
Psychological Abuse ◽  
Physical Violence ◽  
Gender Diversity ◽  
The Face ◽  
Sticks And Stones ◽  
State Senators

Abstract In this study, we report results of a survey of U.S. state senators about their experiences of psychological abuse, physical violence, and sexualized abuse and violence on the job, as well as gender differences among senators. Overall, our results indicate that more than 80% of state senators reported having faced abuse and violence, and women senators reported more physical violence than men. Moreover, we found differences in the factors that contributed to abuse and violence among women and men state senators. Most notably, women with higher levels of power (party or committee leaders) were more likely than other women to experience psychological abuse and sexualized abuse and violence, and Democratic women senators faced more sexualized abuse and violence than Republican women. The implications for continued service by state senators in the face of these experiences, the likelihood of attracting future candidates, and the implications for gender diversity in office are explored.

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