This international edited volume is a rare look at cultural, economic and political forces that contribute to school violence. In light of the devastating events in US schools and the violence towards students and schools world-wide, the war on knowledge development in non/secular education is increasing at an alarming rate. This book offers an international perspective on violence from both K-12 to tertiary levels, parents, administrators/teachers/support staff, and research scholars in a desire to understand the contextual issues surrounding violence and its impacts on the field of education. ELWB Scholars and practitioners hailing from six continents propose historical to futuristic perspectives linking violence towards education and its inhabitants, while framing future strategies to alter multinational fear mongering to the decline of knowledge generation for an informed citizenry.

Autorentext
Dr. Rosemary Papa is currently a Professor of Comparative & International Education and Leadership at Soka University in Aliso Viejo, CA, USA. Prior to this position, she served as The Del and Jewel Lewis Endowed Chair in Learning Centered Leadership and Professor of Education Leadership in the College of Education at Northern Arizona University- a position she had held since 2007. She has been an active member of the National Council of Professors of Educational Administration (NCPEA) since her first summer conference, Chadron Nebraska, in 1987. In 1991-92, she served as the first female President of NCPEA and was the 2003 recipient of the NCPEA Living Legend Award. In 2000 she founded and serves as Editor of the eJEP: Journal of Education Policy, one of the first open access, free, blind-peer reviewed journals in the world. In 2004, she was the recipient of the Outstanding Teacher Award from the College of Education at California State University, Sacramento. Her record of publications includes thirteen books, numerous book chapters, monographs and over eighty referred journal articles.

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PART I: ELWB Hero Scholars World-wide Research on Violence in Schools

[Authors are in alphabetic order]

Title: Violence Palestine and Israel**

Khalid Arar khalidarr@gmail.com; Arar_h@mla.ac.il

The author will choose between two cases: one is the killing of a high school principal in his office, two days before the school year opening [still need an English-America sexy title] and the other is a Palestinian school in Jerusalem in a war zone engaging instant confect and resistance to the Israeli police forces and soldiers. With each of the different cases I might pick up c-authors to be engaged in data collection and empowered by sharing in publication.

Title: Violence in Nigerian Schools ****

Ntasiobi Igu nneigu08@gmail.com and Francisca N. Ogba joefrank8n@yahoo.com

Violence in Nigeria will be focused on all the social cultural and religious bias towards Western education and girls in particular.

Title: Investigation of aggression and belligerence in Greek primary and secondary schools

Evangeloula Papadatou sissipanagiota@gmail.com and Anna Saiti asaiti@hua.gr

Aggression and student attitude experienced by teachers as belligerence in Greek schools will be explored.

Title: The geographies of state terror in México: Rurality, brutality and the repression of teachers and students.

Marta Sanchez sanchezm@uncw.edu

This chapter explores space as an actor in the repression of teachers and will explore two cases in two states, Oaxaca and Michoacán.

PART II: ELWB Doctoral Students who are School Practitioners Bravely Expressing in Protection of Children

Title: School Safety Upgrades and Perceptions of Safety Protocols in Prevention of School Shootings ****

Cain Jagodzinski cjagodzinski@fhusd.org ** Findings on a recent study on school safety upgrades and protocols and their prevention on school shootings. The perceptions of parents, teachers and support staff were examined and results are shared for other school districts to consider.

Title: Training Components for Response trainings for high school campuses related to serious violence occurring from outside intruders

Sandy Harris drsandy@flash.net, J. Kenneth Ken Young jkyoung1@lamar.edu, and Sean Walker seanwalker.info@gmail.com

In this descriptive study response-training components for faculty and staff in the event of serious school violence occurring from outsiders on Texas high school campuses were identified. Through simple random sampling, 82 Texas high school principals completed a 20-item survey. The findings revealed that a majority of responding principals held response-training, with the assistance of local law enforcement, documented the training, and conducted them annually. However, gaps were apparent in the areas of knowledge of national training standards and the overall percentage of respondents who reported that all of their full-time teachers had been trained. An increase in required training and improved education related to campus safety were among the implications for practice.

PART III: ELWB Hero Scholars/Practitioners Research on Issues of Violence in Schools *Title: School Administrator Perceptions on the Effectiveness of School Violence Prevention...