Systemic Humiliation In America

This volume explores contemporary social conflict, focusing on a sort of violence that rarely receives coverage in the evening news. This violence occurs when powerful institutions seek to manipulate the thoughts of marginalized people—manufacturing their feelings and fostering a sense of inferiority—for the purpose of disciplinary control. Many American institutions strategically orchestrate this psychic violence through tactics of systemic humiliation. This book reveals how certain counter-measures, based in a commitment to human dignity and respect for every person’s inherent moral worth, can combat this violence. Rothbart and other contributors showcase various examples of this tug-of-war in the US, including the politics of race and class in the 2016 presidential campaign, the dehumanizing treatment of people with mental disabilities, and destructive parenting styles that foster cycles of humiliation and emotional pain.

This book is organised in a way of listening to a dialogue between theoretical approaches. It represents an effort to build bridges between the different ways, both psychoanalytical and systemic, of thinking about the shame and humiliation and its context, which can cross-fertilise each other.

This volume is addressed to scholars as well as a popular audience, aimed to bridge the gap between academia and the general public. It deals with "who we are," concerning our sense of self and identity; and "how we live," concerning our ways of life in diverse cultures. It affirms that we may transcend our cultural-ethnic roots and redefine our identities, individual or collective. Transcendence opens the door not only to personal transformation but also to confront ethnic stereotypes and prejudices. Readers will gain fresh cultural knowledge from both the East and the West and be attuned to the theme of letting no ethnic group be alien to us. This book is at once about the immersion of life in culture and the remaking of culture by human action--reciprocal influence at work.  The idea of immersion underscores the powerful cultural forces that shape our perceptions, thinking, and emotions. Unlike other cultural psychology texts, this volume dwells on the accelerating alterations of culture by human action, and hence the remaking of our own being, in the age of the Internet. In the author's own words: "I write with the passion of a person who has lived life from being marginal, neither Eastern nor Western, to being a world citizen; turned to English like a duck to the water, thus circumventing my handicap of Chinese orthographic dyslexia. I have two cultural parents, one Chinese and one Western, who transformed me into a thoroughly bilingual-bicultural person, empowered to build intercultural bridges. The East is rising, and the West can ill-afford to remain ignorant of the East."

"Gun violence is a national threat and no more so than in the nation's urban communities, particularly taking its toll on people of color. Urban violence focused self-help organizations are vehicles for the dead to speak to us, and let us not forget that they once lived among us. These voices get captured and amplified through these organizations - their family become our family. The headlines their deaths created are not allowed to get relegated to history and continue to live giving meaning to a profound social justice cause. This book honors those who have died and continuing to give voice to their lives and preventing others from joining this chorus. The theme that we must forgive ourselves before we can forgive the offender is strong and pervasive among those who are survivors and engaged in self-help initiatives"--

The helping professions and social scientists traditionally seek concepts and paradigms that can be used in shaping research and services focused on marginalized populations in the United States. Various perspectives have garnered attention across disciplines with intersectionality as a recent, salient example. However, state-sanctioned violence--built upon the foundation established by Intersectionality--introduces a purposeful socio-political agenda that is carried out by various levels of government to subjugate a group due to its beliefs, physical characteristics, and/or social circumstances. This book provides a conceptual foundation on state-sanctioned violence; critiques how this perspective holds relevance for social work research, education, and practice; examines specific examples of how and where state-sanctioned violence is manifested; and projects potential developments into the near future.

In this comprehensive, multidisciplinary volume, experts from a wide range fields explore violence in education’s different forms, contributing factors, and contextual nature. With contributions from noted experts in a wide-range of scholarly and professional fields, The Wiley Handbook on Violence in Education offers original research and essays that address the troubling issue of violence in education. The authors show the different forms that violence takes in educational contexts, explore the factors that contribute to violence, and provide innovative perspectives and approaches for prevention and response. This multidisciplinary volume presents a range of rigorous research that examines violence from both micro- and macro- approaches. In its twenty-nine chapters, this comprehensive volume’s fifty-nine contributors, representing thirty-three universities from the United States and six other countries, examines violence’s distinctive forms and contributing factors. This much-needed volume: Addresses the complexities of violence in education with essays from experts in the fields of sociology, psychology, criminology, education, disabilities studies, forensic psychology, philosophy, and critical theory Explores the many forms of school violence including physical, verbal, linguistic, social, legal, religious, political, structural, and symbolic violence Reveals violence in education’s stratified nature in order to achieve a deeper understanding of the problem Demonstrates how violence in education is deeply situated in schools, communities, and the broader society and culture Offers new perspectives and proposals for prevention and response The Wiley Handbook on Violence in Education is designed to help researchers, educators, policy makers, and community leaders understand violence in educational settings and offers innovative, effective approaches to this difficult challenge.

In this edited volume, experts on conflict resolution examine the impact of the crises triggered by the coronavirus and official responses to it. The pandemic has clearly exacerbated existing social and political conflicts, but, as the book argues, its longer-term effects open the door to both further conflict escalation and dramatic new opportunities for building peace. In a series of short essays combining social analysis with informed speculation, the contributors examine the impact of the coronavirus crisis on a wide variety of issues, including nationality, social class, race, gender, ethnicity, and religion. They conclude that the period of the pandemic may well constitute a historic turning point, since the overall impact of the crisis is to destabilize existing social and political systems. Not only does this systemic shakeup produce the possibility of more intense and violent conflicts, but also presents new opportunities for advancing the related causes of social justice and civic peace. This book will be of great interest to students of peace studies, conflict resolution, public policy and International Relations.

Over the past five decades, both peace education and human rights education have emerged distinctly and separately as global fields of scholarship and practice. Promoted through multiple efforts (the United Nations, civil society, grassroots educators), both of these fields consider content, processes, and educational structures that seek to dismantle various forms of violence, as well as move towards cultures of peace, justice and human rights. Educating for Peace and Human Rights Education introduces students and educators to the challenges and possibilities of implementing peace and human rights education in diverse global sites. The book untangles the core concepts that define both fields, unpacking their histories and conceptual foundations, and presents models and key research findings to help consider their intersections, convergences, and divergences. Including an annotated bibliography, the book sets forth a comprehensive research agenda, allowing emerging and seasoned scholars the opportunity to situate their research in conversation with the global fields of peace and human rights education.