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While print and broadcast media are filled every day with homicide accounts, the general public seems most disturbed by crimes attributed to individuals who otherwise seem "normal." Murders by those perceived to be historically non-violent often appear to erupt with no warning whatsoever. Moffatt ...

While print and broadcast media are filled every day with homicide accounts, the general public seems most disturbed by crimes attributed to individuals who otherwise seem "normal." Murders by those perceived to be historically non-violent often appear to erupt with no warning whatsoever. Moffatt argues that certain key predictors of a predisposition to violence are usually present. Citing case studies of workplace, school, and domestic homicides, he debunks the myth that these murders happen "out of the blue." He also includes valuable information on predicting and preventing future tragedies.

Why? is the simple, impulsive question we ask when confronted by horrible acts of hatred and violence. Why do students shoot fellow students or employees their coworkers? Why do mothers drown their children or husbands stalk and kill their wives? Love to Hate challenges us to turn this question upon ...

Why? is the simple, impulsive question we ask when confronted by horrible acts of hatred and violence. Why do students shoot fellow students or employees their coworkers? Why do mothers drown their children or husbands stalk and kill their wives? Love to Hate challenges us to turn this question upon ourselves at a deeper level. Why, as a culture, are we so fascinated by these acts? Why do we bestow celebrity on the perpetrators, while allowing the victims to fade into a second death of obscurity? Are we, as Pope John Paul II famously accused, "a culture of death"? And if so, how can we break free of this unacknowledged aspect of the cycle of violence? Unlike those who point solely to media imagery, splintered families, or lax gun control laws in search of the roots of America's endemic violence, Jody M. Roy suggests that we all must be held responsible. She argues that we reveal our love affair with hatred and violence in the ways we think and speak in our daily lives and in our popular culture. The very words we use function as building blocks of callousness and contempt, betraying our immersion in subtexts of violence and hatred. These subtexts are further revealed in our complex attitudes toward street gangs, school shooters, serial killers, and hate groups and the paroxysms of violence they unleash. As spectators, driven by our impulse to watch, we become an integral part of the equation of violence. In the book's final section, "Freeing Ourselves of Our Obsession with Hatred and Violence," Roy offers practical steps we can take -- as parents, consumers, and voters -- to free ourselves from linguistic and cultural complicity and to help create in America a culture of life.

Education as Enforcement locates a rising culture of militarism found not only in US popular culture, civil society and foreign policy but also in educational policy and practices. Considering the rise of school security apparatus, accountability and standards movements, privatization and ...

Education as Enforcement locates a rising culture of militarism found not only in US popular culture, civil society and foreign policy but also in educational policy and practices. Considering the rise of school security apparatus, accountability and standards movements, privatization and commercialization, this book is the first of its kind to highlight the intersections between militarization and corporatization. This volume brings together noted scholars in education to explore and challenge the ways that the imperatives of corporate globalization are educating citizens through curriculum, policy and popular culture in the virtues of authoritarianism while turning some schools into boardrooms and others into barracks and prisons. With the shadow of the No Child Left Behind Act descending over us, Education as Enforcement points to the need for citizens to become more actively involved in leading schools, teachers and children out of this educational Dark Age.