(Book Review) Schooling as Violence: How Schools Harm Pupils and Societies

Bowers, H., Manion, I., Papadopoulos, D., & Gauvreau, E. (2013). Stigma in school-based mental health: perceptions of young people and service providers. Child and Adolescent Mental Health, 18(3), 165–170. https://doi.org/10.1111/j.1475-3588.2012.00673.x

Dei, G. J. S. (2012). Revisiting the question of the “minority”: The need to understand complexity and difference in contemporary schooling. Alberta Journal of Educational Research, 58(3), 346–360. https://ajer.journalhosting.ucalgary.ca/index.php/ajer/article/view/1085

Fatahi, N., & Warner-Griffin, C. (2024). Approaches to Teacher Well-Being. U.S. Department of Education. https://www.ed.gov/media/document/eirteacher-wellbeing508-107807.pdf

Gillborn, D. (2008). Racism and education: Coincidence or conspiracy? Routledge. https://www.taylorfrancis.com/books/mono/10.4324/9780203928424/racism-education-david-gillborn

GLSEN. (2025). Respect for All: Policy Recommendations to Support LGBTQ Students. https://www.glsen.org/activity/respect-all-policy-recommendations-support-lgbtq-students

Harber, C. (2004). Schooling as violence: How schools harm pupils and societies. Routledge. https://doi.org/10.4324/9780203007513

Harber, C. (2005). Education, democracy and development: Does education contribute to democratisation in developing countries? British Journal of Educational Studies, 53(1), 113–134. https://doi.org/10.1111/j.1467-8527.2005.00284.x

Harber, C., & Davies, L. (2005). School management and effectiveness in developing countries: The post-bureaucratic school. A&C Black. https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=School+management+and+effectiveness+in+developing+countries%3A+The+post-bureaucratic+school.+Continuum.&btnG=

Jerrim, J., & Sims, S. (2022). School accountability and teacher stress: International evidence from the OECD TALIS study. Educational Assessment, Evaluation and Accountability, 34(1), 5–32. https://doi.org/10.1007/s11092-021-09360-0

Kärner, T., & Schneider, G. (2024). A scoping review on the hidden curriculum in education. Research in Education Curriculum and Pedagogy: Global Perspectives. https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=A+Scoping+Review+on+the+Hidden+Curriculum+in++Education+&btnG=

Ladson-Billings, G. (2021). Culturally relevant pedagogy: Asking a different question. Teachers College Press. https://books.google.ca/books?hl=en&lr=&id=N3VJEAAAQBAJ&oi=fnd&pg=PR7&dq=Culturally+relevant+pedagogy:+Asking+a+different+question

Meisel, M. K., Haikalis, M., Colby, S. M., & Barnett, N. P. (2022). Education-based stigma and discrimination among young adults not in 4-year college. BMC Psychology, 10(1), Article 26. https://doi.org/10.1186/s40359-022-00737-4

NAESP. (2025, May 20). Empowering LGBTQIA+ Students Through Inclusive Education. National Association of Elementary School Principals. https://www.naesp.org/blog/empowering-lgbtqia-students-through-inclusive-education/

Pidgeon, M. (2016). More than a checklist: Meaningful Indigenous inclusion in higher education. Social Inclusion, 4(1), 77–91. https://www.cogitatiopress.com/socialinclusion/article/view/436

Samuels, A. J. (2018). Exploring culturally responsive pedagogy: Teachers’ perspectives on fostering equitable and inclusive classrooms. Journal for Multicultural Education, 12(1), 1–15. https://files.eric.ed.gov/fulltext/EJ1166706.pdf

Truth and Reconciliation Commission of Canada. (2015). Honouring the truth, reconciling for the future: Summary of the final report of the Truth and Reconciliation Commission of Canada. https://nctr.ca/records/reports/