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Summer 1995 Issue

Abstracts

Introduction
By Stephen Andrew Sherblom, Jane Davagian Tchaicha, and Paula M. Szulc

A Dialogue with Noam Chomsky

Sexual Harassment in School :
The Public Performance of Gendered Violence
By Nan Stein

Reconstructing Masculinity in the Locker Room :
The Mentors in Violence Prevention Project
By Jackson Katz

Cultivating a Morality of Care in African American Adolescents :
A Culture-Based Model of Violence Prevention
By Janie V. Ward

Preventing and Producing Violence :
A Critical Analysis of Responses to School Violence
By Pedro A. Noguera

Life after Death :
Critical Pedagogy in an Urban Classroom
By J. Alleyne Johnson

Violence, Nonviolence, and the Lessons of History :
Project HIP-HOP Journeys South
By Nancy Uhlar Murray and Marco Garrido

Youth Speak Out

Book Notes

Raising a Thinking Child
By Myrna B. Shure, with Theresa Foy Digeronimo

Ending the Cycle of Violence
Edited by Einat Peled, Peter G. Jaffe, and Jeffrey L. Edleson

Gangs
Edited by Scott Cummings and Daniel Monti

Culture and Imperialism
By Edward Said

Old Nazis, the New Right, and the Republican Party
By Russ Bellant

Teaching Young Children in Violent Times
By Diane Levin

Testimony
By Shoshana Feldman and Dori Laub.

Dating Violence
Edited by Barrie Levy

Vulnerable Children, Vulnerable Families
By Susan Janko.

The Merry-Go-Round of Sexual Abuse
By William E. Prendergast.

Juvenile Delinquency
Edited by Paul M. Sharp and Barry W. Hancock.

Anger Management for Youth
By Leona L. Eggert.

Assessing Dangerousness
Edited by Jacquelyn C. Campbell.

Changing Childhood Prejudice
By Florence H. Davidson and Miriam M. Davidson

Practicing Virtues
By Kim Hays

Wannabe
By Daniel J. Monti.

The Violence of Literacy
By J. Elspeth Stuckey.

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Preventing and Producing Violence :

A Critical Analysis of Responses to School Violence

By Pedro A. Noguera

Do the strategies that schools adopt in response to "disciplinary problems," including violence, actually perpetuate violence? In this thoughtful article, Pedro Noguera traces the history of institutional disciplinary measures, showing that the underlying philosophical orientation toward social control exacts a heavy toll on students, teachers, and the entire school community by producing prison-like schools that remain unsafe. Noguera maintains that a "get-tough" approach fails to create a safe environment because the use of coercive strategies interrupts learning and ultimately produces an environment of mistrust and resistance. He offers alternative strategies for humanizing school environments, encouraging a sense of community and collective responsibility.