DOCSLIB.ORG

Mass Murder and the Mass Media: an Examination of The

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Mass Murder and the Mass Media: an Examination of The MASS MURDER AND THE MASS MEDIA: AN EXAMINATION OF THE MEDIA DISCOURSE ON U.S. RAMPAGE SHOOTINGS, 2000-2012 by Jaclyn V. Schildkraut, M.A. A dissertation submitted to the Graduate Council of Texas State University in partial fulfillment of the requirements for the degree of Doctor of Philosophy with a Major in Criminal Justice May 2014 Committee Members: Mark C. Stafford, Chair Marcus K. Felson Scott W. Bowman Glenn W. Muschert COPYRIGHT by Jaclyn V. Schildkraut 2014 FAIR USE AND AUTHOR’S PERMISSION STATEMENT Fair Use This work is protected by the Copyright Laws of the United States (Public Law 94-553, section 107). Consistent with fair use as defined in the Copyright Laws, brief quotations from this material are allowed with proper acknowledgment. Use of this material for financial gain without the author’s express written permission is not allowed. Duplication Permission As the copyright holder of this work I, Jaclyn Schildkraut, authorize duplication of this work, in whole or in part, for educational or scholarly purposes only. DEDICATION To the victims of these senseless tragedies, May your legacies live on and your losses inspire change. ACKNOWLEDGEMENTS This dissertation never would have been possible without the support of many people who have guided me and cheered me on throughout this journey. To my chair, Dr. Mark Stafford, the words “thank you” just do not seem to be enough. In the last three years, you have guided me, supported me, cheered me on, and helped me grow as both a scholar and a person. I am so honored and grateful to be able to go out into the world and say I have had the immense privilege of being your student. There are many greats that came before me, and I am sure many more to come. Thank you for your “Staffordisms” that made this journey fun, for being a founding member of Team Sparkly Butterfly, and for everything you have done and continue to do. To Dr. Marcus Felson, thank you for teaching me the importance of being able to see both the forest and the trees, and for teaching me to always make sure my tables are perfect. You always have been so supportive and encouraging of my work, and I am forever grateful not only to have gotten to take a class with you, but more important, just to know you. You truly are one of the most amazing minds I have ever met, but also an amazing person. Learning from you has been an honor and a privilege. To Dr. Scott Bowman, thank you for helping me find my way on this methodological journey, for keeping me sane when coding went awry, and for being one of the most approachable and helpful professors I have had. You have helped me grow into a stronger researcher, and helped me to hone my craft. I appreciate your calm in the v storm of my dissertation, and for being able to shoot the breeze (not Brees) about sports throughout the years. Go Coyotes and Panthers! To my final committee member, Dr. Glenn W. Muschert, it has been a very interesting and amazing journey that started with a naïve, first semester Masters student and a phone call back in 2010. Over the last five years, you have helped mentor me, guide me, advise me, and mold me into a potential force in our research area. You have helped me pursue my passion, think more critically, and consider the bigger picture. Without your continual support and guidance, I would not have the opportunities I have had, gotten to work with Gary, met Ralph or Jack, or had the courage to reach out to victims of these tragedies. It has been an honor, a privilege, and a dream come true to get to work with you, and I hope our collaborations continue for years to come. I do not know how I will ever thank you for all that you have done, but I know that I will never stop trying and will always remember to pay it forward. I also want to thank other educators who have motivated me, inspired me, championed me, and guided me along this journey. To Drs. Donna Vandiver and Elizabeth Erhardt Mustaine, thank you both for being such strong examples of what female scholars should be. You both are incredibly strong, intelligent, and thoughtful women, and I am so honored to have had the opportunity to learn from you both. Thank you for all of the support, words of encouragement (and words of wisdom), and help you have given me along this journey. vi To my best friend and research partner (a.k.a. partner in crime), H. Jaymi Elsass, this journey never would have been possible without you. You have been one of my biggest cheerleaders, both personally and professionally. We have battled through coursework, comps, and now dissertations together, and have managed to always come out on top. Thank you for teaching me to be a good friend, a better person, for our celebratory or birthday lunches at Kerbey Lane, and for your unwavering support and belief in me, even when I forgot to believe in myself. I still am in awe of how far we have come from an idea in a basement two years ago…but I have loved every minute of this adventure with you. Team Sparkly Butterfly FOREVER! To Tiffany Cox, my favorite legal eagle. You too have been an amazing friend, support system, and battle buddy throughout our time in this doctoral program, and I have treasured every minute of it. No matter where life takes us, we always will have the Root Cellar, asparagus fries, and Kate’s Frosting, because life always is better with sparkly cherries on top. Thank you for helping me always keep it in perspective, and for being a sounding board with some of the best advice this side of the Mississippi. To Victoria Terranova, thank you for being ready, willing, and able to help be my “reliability,” even despite epic technology failures. I could not have completed this without you… you’re next buddy (and I always am there as your support when needed)! Beyond just the help on this project, thank you to you and Shannon Cunningham for always keeping it real in the office, talking Teen Mom when the mood gets too heavy vii (Barbara!), and our many adventures that have taken us to Round Rock, Ikea, and the Cheesecake Factory. You guys are the best office mates a gal could ask for. To Marc Settembrino, Amanda Farrell, and Melissa Tetzlaff-Bemiller, thank you all for your support throughout this journey, for keeping me sane (especially throughout the job search), and for your willingness to spend hours on the phone with me, usually talking about absolutely nothing. You have kept me grounded, and always reminded me that the light was at the end of the tunnel, and that the end is always getting closer. To my puppies, Bella and Mackenzie, thank you for sitting with me for hours on end as I wrote this dissertation, for cuddling with me when I was sad or frustrated over it, and for giving me lots of licks of encouragement. I love you both more than all the stars in the sky. Finally, to my parents, Bevan and Bruce, and my stepmother, Bonnie, thank you for your support, your encouragement, and your overwhelming pride in my all of my accomplishments. You never have a shortage of excitement over my work, nor words of encouragement whenever needed. Thank you for helping me throughout the journey of becoming “Dr. Schildkraut.” I love you all and will be forever grateful for everything you have sacrificed over the years to help me fulfill this dream and passion. This manuscript was submitted on February 26, 2014. viii TABLE OF CONTENTS Page ACKNOWLEDGEMENTS ................................................................................................ v LIST OF TABLES ........................................................................................................... xiv LIST OF FIGURES ......................................................................................................... xvi ABSTRACT .................................................................................................................... xvii CHAPTER I. INTRODUCTION .............................................................................................. 1 Rampage Shootings: A Conceptualization ................................................. 3 Purpose of the Study ................................................................................... 5 Research aims. ................................................................................ 6 Methods....................................................................................................... 6 Conclusion .................................................................................................. 7 II. A REVIEW OF THE LITERATURE ............................................................. 10 If It Bleeds, It Leads: The Construction of Crime News .......................... 10 Disproportionality of crime news ................................................. 11 The commodification of crime news ............................................ 13 Assigning newsworthiness ............................................................ 14 Sources of news ............................................................................ 16 Framing ......................................................................................... 17 ix Feeling Safe By Comparison?: Fear of Crime and the Media .................. 20 It’s More Than Just Ratings: Additional Impacts of Mass Media ............ 24 Misinforming the public ............................................................... 24 Contagion effects .......................................................................... 26 Moral panics.................................................................................
Load more

Recommended publications
  • The Different Components of Active Shooter Incidents: Examining the Co-Occurrence of Offender and Incident Characteristics
    City University of New York (CUNY) CUNY Academic Works Dissertations, Theses, and Capstone Projects CUNY Graduate Center 2-2021 The Different Components of Active Shooter Incidents: Examining the Co-occurrence of Offender and Incident Characteristics Jeffery R. Osborne The Graduate Center, City University of New York How does access to this work benefit ou?y Let us know! More information about this work at: https://academicworks.cuny.edu/gc_etds/4168 Discover additional works at: https://academicworks.cuny.edu This work is made publicly available by the City University of New York (CUNY). Contact: [email protected] Running head: ACTIVE SHOOTER INCIDENTS THE DIFFERENT COMPONENTS OF ACTIVE SHOOTER INCIDENTS: EXAMINING THE CO-OCCURRENCE OF OFFENDER & INCIDENT CHARACTERISTICS by JEFFERY R. OSBORNE A dissertation submitted to the Graduate Faculty in Criminal Justice in partial fulfillment of the requirements for the degree of Doctor of Philosophy, The City University of New York 2021 ACTIVE SHOOTER INCIDENTS ii © 2021 JEFFERY R. OSBORNE All Rights Reserved ACTIVE SHOOTER INCIDENTS iii The Different Components of Active Shooter Incidents: Examining the Co-occurrence of Offender & Incident Characteristics by Jeffery R. Osborne This manuscript has been read and accepted for the Graduate Faculty in Criminal Justice in satisfaction of the dissertation requirement for the degree of Doctor of Philosophy ___________________ ____________________________________ Date C. Gabrielle Salfati Chair of Examining Committee ___________________ ____________________________________ Date Valli Rajah Executive Officer Supervisory Committee: Maria R, Haberfeld Michael M. Maxfield Steven M, Gorelick John P. Jarvis THE CITY UNIVERSITY OF NEW YORK ACTIVE SHOOTER INCIDENTS iv ABSTRACT The Different Components of Active Shooter Incidents: Examining the Co-occurrence of Offender & Incident Characteristics by Jeffery R.
    [Show full text]
  • An Incident of School Violence in East Greenbush, New York
    An Incident of School Violence in East Greenbush, New York by William B. Patrick Contents February 9, 2004: The Shooting …………………………………………… 3 Characters ……………………………………………………………………. 93 What People in the East Greenbush Central School District Learned And What They Changed in the Days and Months after the Incident ……………………………………………….. 94 Bibliography ………………………………………………………………… 139 Appendices ………………………………………………………………….. 142 Appendix A: A Brief History of School Violence in America Appendix B: Witness Statements Appendix C: Defense Attorney’s Affirmations & Jon Romano’s Handwritten Suicide Note Appendix D: A Letter from the Defense Attorney to the District Attorney, & Court Records of the Plea & the Sentence Appendix E: Memoranda & Summary of SAVE Committee Meetings & Hank Kolakoski’s Staff Response Letter to Terry Brewer Appendix F: East Greenbush Central School District School Safety Plan & An Overview of Project SAVE & a Summary of Threat Assessment in Schools Appendix G: Press Statements, Session Minutes, Chronology of the Incident, Letters, Memos & School Maps Appendix H: Notes & Letters from Jon Romano & Letters of Support from Lorraine Barde & Friends 2 February 9, 2004: The Shooting In most ways, Monday, February 9, 2004 at Columbia High School in East Greenbush, New York was a normal, school-year Monday. It was seasonally cold, around 18 degrees at dawn, and cloudy, but it was supposed to get up to the mid-30s by the afternoon. At least school had not been cancelled. The Friday before, a snowstorm had forced Terry Brewer, the Superintendent of the East Greenbush School District, to declare a snow day, so whatever class work was missed on Friday got pushed into Monday. John Sawchuk, one of the Assistant Principals at Columbia, got up before 5 a.m., as he usually did, and went through his customary morning routine: Take a shower, eat breakfast, read the paper, leave the house about 5:50, drive in to school from Clifton Park so he could be at school by 6:25.
    [Show full text]
  • The Right to Keep and Bear Arms Dilemma. the Second Amendment Between Constitution, History and Politics
    Department of Political Science Master’s Degree in International Relations Chair of History of the Americas The Right to Keep and Bear Arms Dilemma. The Second Amendment between Constitution, History and Politics. SUPERVISOR CANDIDATE Prof. Gregory Alegi Francesca Greco ASSISTANT SUPERVISOR Student ID 621072 Prof. Andrea Ungari ACADEMIC YEAR 2013/2014 1 Smile, even if there is a tangle in your throat. Smile, even if your heart is full of fears. D.G. 2 Table of Contents Acknowledgments………………………………………………………………………………...5 Introduction .................................................................................................................................... 8 Chapter I - The Origins of the Amendment ................................................................................. 12 1. Starring of the Debate ...................................................................................................... 13 2. Back to the Mother-Country: Britain, Militia and Arms .................................................. 16 3. To have Arms: From duty to right .................................................................................... 19 4. Militia and Arms in the Colonies ..................................................................................... 22 5. Redskins and Blacks ......................................................................................................... 24 6. The Boston turning point .................................................................................................. 28 7. Building
    [Show full text]
  • Teachers' Perceptions of Their Ability to Respond to Active Shooter Incidents
    The University of Southern Mississippi The Aquila Digital Community Dissertations Spring 5-1-2015 Teachers' Perceptions of Their Ability to Respond to Active Shooter Incidents Carole Frances Rider University of Southern Mississippi Follow this and additional works at: https://aquila.usm.edu/dissertations Part of the Educational Leadership Commons, Education Law Commons, and the Other Teacher Education and Professional Development Commons Recommended Citation Rider, Carole Frances, "Teachers' Perceptions of Their Ability to Respond to Active Shooter Incidents" (2015). Dissertations. 62. https://aquila.usm.edu/dissertations/62 This Dissertation is brought to you for free and open access by The Aquila Digital Community. It has been accepted for inclusion in Dissertations by an authorized administrator of The Aquila Digital Community. For more information, please contact [email protected]. The University of Southern Mississippi TEACHERS’ PERCEPTIONS OF THEIR ABILITY TO RESPOND TO AN ACTIVE SHOOTER INCIDENT by Carole Frances Rider Abstract of a Dissertation Submitted to the Graduate School of The University of Southern Mississippi in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy May 2015 ABSTRACT TEACHERS’ PERCEPTIONS OF THEIR ABILITY TO RESPOND TO AN ACTIVE SHOOTER INCIDENT by Carole Frances Rider May 2015 The purpose of this research study was to determine Mississippi high school teachers’ perceptions regarding their preparedness for an active shooter incident. The study included an extensive literature review that included background and policy context, theoretical foundations, pertinent research and professional perspectives and a worldwide timeline of school shootings. The study also included data collection and analysis, results, conclusions, recommendations for policymakers and educational leaders, and recommendations for further research.
    [Show full text]
  • Missouri Public School Administrators' Perceived Effectiveness Of
    Lindenwood University Digital Commons@Lindenwood University Dissertations Theses & Dissertations Spring 1-2016 Missouri Public School Administrators’ Perceived Effectiveness of Senate Bill No. 75 Joby B. Steele Lindenwood University Follow this and additional works at: https://digitalcommons.lindenwood.edu/dissertations Part of the Educational Assessment, Evaluation, and Research Commons Recommended Citation Steele, Joby B., "Missouri Public School Administrators’ Perceived Effectiveness of Senate Bill No. 75" (2016). Dissertations. 290. https://digitalcommons.lindenwood.edu/dissertations/290 This Dissertation is brought to you for free and open access by the Theses & Dissertations at Digital Commons@Lindenwood University. It has been accepted for inclusion in Dissertations by an authorized administrator of Digital Commons@Lindenwood University. For more information, please contact [email protected]. Missouri Public School Administrators’ Perceived Effectiveness of Senate Bill No. 75 by Joby B. Steele January 2016 A Dissertation submitted to the Education Faculty of Lindenwood University in partial fulfillment of the requirements for the degree of Doctor of Education School of Education Missouri Public School Administrators’ Perceived Effectiveness of Senate Bill No. 75 by Joby B. Steele This Dissertation has been approved as partial fulfillment of the requirements for the degree of Doctor of Education Lindenwood University, School of Education Declaration of Originality I do hereby declare and attest to the fact that this is an original study based solely upon my own scholarly work at Lindenwood University and that I have not submitted it for any other college or university course or degree. Full Legal Name: Joby B. Steele Acknowledgements I would like to thank Dr. Terry Reid and Dr.
    [Show full text]
  • Crimes of the Educators
    Crimes Of the Educators 1 Books by Samuel L. Blumenfeld How to Start Your Own Private School and Why You Need One The New Illiterates How to Tutor The Retreat from Motherhood Is Public Education Necessary? Alpha-Phonics: A Primer for Beginning Readers Blumenfeld’s Oral Reading Assessment Test The Whole Language/OBE Fraud Homeschooling: A Parents Guide to Teaching Children The Victims of Dick and Jane Revolution via Education The Marlowe-Shakespeare Connection Crimes of the Educators 2 Crimes Of the Educators How Liberal Utopians Have Turned Public Education into a Criminal Enterprise By Samuel L. Blumenfeld Alex Newman Publisher 3 Copyright © 2014 by Samuel L. Blumenfeld Copyright © 2014 by Alex Newman All rights reserved. First Edition 4 Dedicated to Charlotte Iserbyt John Taylor Gatto Edward Miller Charles Richardson and those unforgettable public school teachers (of a forgotten era) who taught this author to read with phonics and write in cursive. 5 Can the liberties of a nation be thought secure when we have removed their only firm basis, a conviction in the minds of the people that these liberties are the gift of God; that they are not to be violated but with His wrath? Thomas Jefferson If the representatives of the people betray their constituents, there is then no recourse left but in the exertion of that original right of self-defense which is paramount to all positive forms of government. Alexander Hamilton, Federalist No. 28, 1787 6 Contents Preface – 9 Chapter 1 – Anatomy of a Failed System / 13 Chapter 2 – Treason: The Deliberate Dumbing Down of a Nation.
    [Show full text]
  • America at the Tipping Point
    1 AMERICA AT THE TIPPING POINT Gary Frazier With Jennifer Rast and Helen Hosier 2 This book is dedicated: -To the faithful followers of the Lord Jesus Christ, -To every American who has and is standing for what is right, -To my children and grandchildren who are in peril because of decisions being made that will affect their lives long after I am gone. 3 Acknowledgements I would like to thank Jennifer Rast and Helen Hosier for their tireless efforts in helping research this book. Jennifer worked countless hours researching topics and sharing her thoughts often at the expense of her own health. In addition Helen gave her usual ―all for the Kingdom‖ tirelessly helping bring all my thoughts together. In addition, I dare not fail to mention retired Congressman William E. Dannemeyer of California whose incredible insights in the 1980‘s stirred my mind and soul. His insightful book, A Shadow in the Land: Homosexuality in America seems today to be a prophetic word from the past. While I may not agree with the Congressman on every issue, his courage challenges me and I thank God for his service to America. 4 Contents Introduction Chapter One: A Country Meant for Greatness ........................................................................................................................ Chapter Two: The Separation Myth ........................................................................................................................ Chapter Three: The Takeover of America‘s Classrooms Chapter Four: Moral Relativism, Situation Ethics:
    [Show full text]
  • Adolescent Masculinity, Homophobia, and Violence
    ARTICLE Adolescent Masculinity, Homophobia, and Violence Random School Shootings, 1982-2001 MICHAEL S. KIMMEL MATTHEW MAHLER State University of New York at Stony Brook Since 1982, there have been 28 cases of random school shootings in American high schools and middle schools. The authors find (a) that the shootings were not a national problem but a series of local problems that occurred in “red states” or counties (places that voted Republi- can in the 2000 election); (b) that most of the boys who opened fire were mercilessly and rou- tinely teased and bullied and that their violence was retaliatory against the threats to man- hood; (c) that White boys in particular might be more likely than African American boys to randomly open fire; and (d) that the specific content of the teasing and bullying is homopho- bia. A link between adolescent masculinity, homophobia, and violence is proposed. Finally, the authors offer a few possible explanations as to how most boys who are teased and bullied achieve the psychological resilience that enables them to weather adolescence without recourse to random school violence. Keywords: masculinity; homophobia; violence; school shootings; adolescence Generally speaking, violence always arises out of impotence. It is the hope of those who have no power. —Hannah Arendt Violence is one of the most urgent issues facing our nation’s schools. All over the country, Americans are asking why some young people open fire, apparently randomly, killing or wounding other students and their teachers. Are these teen- agers emotionally disturbed? Are they held in the thrall of media-generated vio- lence—in video games, the Internet, rock or rap music? Are their parents to blame? Indeed, school violence is an issue that weighs heavily on our nation’s con- sciousness.
    [Show full text]
  • Transformative Works and Cultures, No
    Transformative Works and Cultures, No. 20 (September 15, 2015) Editorial TWC Editor, Editorial: Works in Progress Theory Rebecca Wanzo, African American acafandom and other strangers: New genealogies of fanstudies Kathryn Hemmann, Queering the media mix: The female gaze in Japanese fan comics Anne Gilbert, What we talk about when we talk about bronies J. Richard Stevens & Christopher E. Bell, (Re)examining the attitudes of comic book storepatrons Praxis Misty Krueger, The products of intertextuality: The value of student adaptations in a literature course Lise Dilling-Hansen, Affective fan experiences of Lady Gaga Melanie Piper, Recontextualizing celebrity bodies in fandom and film Mary Ingram-Waters, Writing the pregnant man Andrew Ryan Rico, Fans of Columbine shooters Eric Harris and Dylan Klebold Victoria Godwin, Mimetic fandom and one-sixth-scale action figures Symposium Maud Lavin, Patti Smith: Aging, fandom, and libido Joshua Wille, Dead links, vaporcuts, and creativity in fan edit replication Jasmin Aurora Stoffer, The transformative world of winter fashion in a Nunavik village Review Suzanne Scott, Understanding fandom: An introduction to the study of media fan culture, by Mark Duffett Katie Wilson, Fan studies: Researching popular audiences, edited by Alice Chauvel, Nicolle Lamerichs, and Jessica Seymour Katherine E. Morrissey, Transmedia storytelling and the new era of media convergence in higher education, by Stavroula Kalogeras Transformative Works and Cultures (TWC), ISSN 1941-2258, is an online-only Gold Open Access publication of the nonprofit Organization for Transformative Works. TWC is licensed under the Creative Commons Attribution-Noncommercial 3.0 Unported License. Download date: March 15, 2017. For citation, please refer to the most recent version of articles at TWC.
    [Show full text]
  • IQP Paper.Docx
    Security Systems in Schools An Interactive Qualifying Project submitted to the Faculty of WORCESTER POLYTECHNIC INSTITUTE in partial fulfillment of the requirements for the degree of Bachelor of Science By: Roger Blanchard Aaron Marshall Joseph Brigham Mitchell Lewis Date: May 6, 2014 Report Submitted to: Professor Stephen J. Kmiotek, Ph. D Worcester Polytechnic Institute This report represents work of WPI undergraduate students submitted to the faculty as evidence of a degree requirement. WPI routinely publishes these reports on its web site without editorial or peer review. For more information about the projects program at WPI, see http://www.wpi.edu/academics/projects 1 Table of Contents: Acknowledgements……………………………………………………..………………………... 3 Abstract……………………………………………………..……………………………………. 4 Background……………………………………………………………………….……………… 5 Methodology…………………………………………………….……………………………… 23 Data and Analysis………………………………………………………………………………. 30 Results and Conclusions………………………………………………………………………... 43 References………………………………………………………………………………………. 54 Appendix: Interview Questionnaires…………………………………………………………… 59 2 Acknowledgements: Our project team would like to thank Professor Stephen Kmiotek, for his continued guidance, assistance and support throughout the longevity of this project. Without him this project, and our team, would never have been able to culminate the final results we were able to achieve. We would also like to thank the numerous Principals, Assistant Principals, Police Officers and School Officials that we interviewed that enabled
    [Show full text]
  • CRIMINOLOGY 2021 | Chapter Showcase
    CRIMINOLOGY 2021 | Chapter Showcase LEXINGTON BOOKS An Imprint of Rowman & Littlefield LEXINGTON BOOKS CHAPTER SHOWCASE FROM THE EDITOR At its best, criminology can act as a spark, shedding light on the darker parts of our society, inspiring problem-solving solutions, or even igniting long needed change. Our goal at Lexington Books is to act as the platform for these important conversations by working with a dynamic and diverse community of authors who are dedicated to studying not only the nature of crime but the social roots and impacts as well. Lexington is proud to publish transcendent scholarship across disciplinary divides that utilizes a variety of methodological and theoretical frameworks to address crime and justice across international borders, communities, cultures, races, identities, and political lines. The selected chapters included in this showcase exemplify this tradition and are timely reminders of criminology’s notable contributions to academic as well as public thought. These chapters challenge policing practices in the twenty-first century, analyze the history of school shootings, explore the impacts gender has on fieldwork and research, and examine some hard truths about child-harming and the effects of growing up in an unsafe home. The unifying core of this set of chapters is the immense responsibility criminology as a discipline has to not only provide critical witness and critique to injustices within society, but to also offer realistic solutions and be the catalyst of change. I invite you to publish your next scholarly work with Lexington Books. We publish monographs, edited collections, and revised dissertations by emerging and established scholars, including interdisciplinary and multidisciplinary works.
    [Show full text]
  • The Making Known of the Motives of Students Who Have Used Weapons in School
    año 10 | número 19 | julio-diciembre 2019 | ISSN 2007-2171 Recibido: 01 de noviembre de 2018 | Aceptado: 25 de marzo de 2019 The making known of the motives of students who have used weapons in school. Elements to reflect on extreme school violence DOI: 10.32870/dse.v0i19.620 María Gutiérrez Zúñiga* Abstract This paper starts with a historical account of school attacks by armed students, which are one form of the current international phenomenon of extreme school violence. Based on information from academic texts, news articles and electronic data bases, this account led to the location and construction of 65 cases that took place between August 1966 and March 2018. The paper then presents a significant statistic of the phe- nomenon based on data from the whole set of cases and analyzes what these cases have revealed about the motives, purposes and meanings of the attacks in order to find common features among them. Finally, based on this analysis about the knowledge of an act1 – an act whose violence and radical nature challenge the es- sential mission of the school as a creator and enabler of civilization and, at the same time, pose a threat to the society and the culture in which it took place – some links are established with the theoretical approaches of Gilles Deleuze, Félix Guattari and Michel Foucault, which open a path to reflect on the issue at hand. Key words: violence – school – students – knowledge – modernity. All I want is killing, hurting and scaring as much people as possi- ble! Sometimes I write shit in English because I want everybody to understand what the hell I’m talking about!2 Bastian Bosse, school shooter.
    [Show full text]