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Preventing Violence in Schools Through the Production of Docile Bodies By Pedro Noguera, Ph.D. Berkeley,
California To effectively address the problem of violence in schools I believe we must begin by asking ourselves why schools are vulnerable to the occurrence of violence. What is there about the structure and culture of schools which has in recent times increased the likelihood that acts of violence will be perpetrated there? It may be that in a relative sense young people are in fact far safer in school than they are in their neighborhoods, or for that matter at the park, the roller rink or even their home.(11) For many parents and students the fact that schools are "relatively safe" provides little solace given the widespread expectation that schools are supposed to be safe, and therefore should not be judged on the same standard that we use to gauge security in other public or even private places. Schools are "controlled institutions", public spaces where individuals sacrifice a measure of individual liberty in exchange for the opportunity to learn. In such a setting the threat of violence constitutes more than just a threat to personal safety. It represents a fundamental violation of the social contract between school and community; an abrogation which could easily hasten the collapse of popular support for public education.

The Role of Teachers

While police officers, security guards and administrators generally assume primary responsibility for managing and enforcing school discipline, in most cases, teachers make the first referral in the discipline process, and therefore have tremendous influence in determining who receives discipline and why. In my work with urban schools, the most frequent concern I hear from teachers is that they have trouble disciplining and controlling their students. This has been especially true in schools at which the majority of students are Black and the majority of teachers are White. Having taught before in urban public schools, I am quite familiar with what teachers are up against, and recognize that some semblance of order and safety is essential if teaching and learning is to take place. However, whenever I conduct workshops in schools I generally try to shift the focus of talk about discipline to discussion about what teachers know about their students. I do this because I have generally found that teachers who lack familiarity with their students are more likely to misunderstand and fear them.

A teacher who fears the student that s/he teaches is more likely to resort to some form of discipline when challenged, or to ignore the challenge in the hope that s/he will be left alone. Rather than handling a classroom disruption on their own, they are more likely to request assistance from those responsible for handling discipline. Likewise, students who know that their teachers fear them are less likely to show respect, and more likely to be insolent and insubordinate. When fear is at the center of student-teacher interactions, teaching becomes almost impossible, and concerns about safety and control take precedent over concerns about teaching.Efforts such as these are effective at addressing the potential for violence because they are based on the assumption that students will respond favorably to humane treatment. I believe that there are a variety of ways in which to humanize school environments and thereby reduce the potential for violence. By improving the aesthetic character of schools by including art in the design of schools, or by making space available within schools for students to create gardens or greenhouses, schools can become more pleasant and attractive. Similarly, by overcoming the divide that separates urban schools from the communities in which schools are located, the shortage of figures who possess "moral authority" in the eyes of children can be addressed by encouraging adults who live within the community to volunteer, or if possible, to be paid to tutor, teach, mentor, coach, perform or just plain help out with a variety of school activities. There are undoubtedly a variety of ways in which this can be done, and while such efforts may not eliminate the threat of random violence, they can help to make schools safer, less impersonal and better able to provide students in need with a sense of stability in their lives.

-Dr. Pedro Antonio Noguera is a professor of education at the University of California, Berkeley.

Children Learn what They Live   

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If a child lives with Criticism, He learns to Condemn.   

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If a child lives with Hostility, He learns to Fight.   

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If a child lives with Ridicule, He learns to be Shy.   

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If a child lives with Shame, He learns to feel Guilty.   

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If a child lives with Tolerance, He learns to be Patient.   

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If a child lives with Encouragement, He learns Confidence.   

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If a child lives with Praise, He learns to Appreciate.   

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If a child lives with Fairness, He learns Justice.   

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If a child lives with Security, He learns to have Faith.   

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If a child lives with Approval, He learns to like Himself.   

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If a child lives with Acceptance  and Friendship,  He learns to find Love in the World.   

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 Script by  J. James dixon - 1979