Enseignant dans la violence is an analytical and reflective examination of what it means to teach in schools affected by violence—whether physical, psychological, symbolic, or institutional. Jeffrey and Sun investigate the lived experiences of teachers working in unstable environments where intimidation, aggression, and chronic disruption shape the school climate. The book seeks to understand how educators cope, adapt, and continue to perform their roles under conditions that undermine the core mission of schooling: learning, safety, and human development.
2. Violence as a Multidimensional Phenomenon
A central contribution of the book is the authors’ categorisation of violence into several interrelated layers:
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Physical violence: fights, assaults, threats.
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Psychological violence: humiliation, bullying, intimidation, manipulation.
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Symbolic violence: systemic inequalities, discriminatory practices, exclusionary disciplinary norms.
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Socio-economic violence: pressures related to poverty, precarious neighbourhoods, and unstable family structures.
Jeffrey and Sun argue that teachers often face all these layers simultaneously, creating a constant emotional load that exceeds traditional pedagogical difficulties.
3. Teachers’ Lived Experiences: Stress, Fear, and Professional Isolation
One of the central themes of the book is how violence transforms the teacher’s identity. Many testimonies collected by the authors point to:
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Chronic stress caused by unpredictability in classrooms and school corridors.
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Fear and emotional exhaustion, especially among inexperienced teachers.
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Isolation, resulting from weak institutional support or a culture of silence within the school.
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Moral dilemmas, such as balancing justice with empathy, or safety with inclusion.
Through qualitative interviews, the authors highlight how teachers oscillate between resilience and vulnerability, giving a nuanced portrait of the profession.
4. Institutional Responses and Their Limitations
Jeffrey and Sun critique institutional policies that frame violence as individual misbehaviour rather than an ecological or structural issue. Schools often rely on:
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punitive disciplinary measures,
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increased surveillance,
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rigid behavioural contracts.
The authors argue that such responses are insufficient and sometimes counterproductive, as they fail to address underlying socio-economic conditions or the emotional needs of students and teachers.
They call for whole-school approaches, involving social workers, psychologists, community leaders, and families.
5. Pedagogical and Psychological Coping Strategies
Despite the intensity of the difficulties described, the book pays significant attention to teacher agency. Effective strategies identified include:
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Restorative practices, which rebuild trust between students and staff.
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Trauma-informed pedagogy, acknowledging emotional wounds rather than punishing behaviours.
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Collaborative teaching teams, where colleagues support each other.
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Reflective practice, enabling teachers to analyse their emotions and reactions.
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Personal resilience-building, such as emotional regulation and boundary-setting.
The authors highlight that teachers who thrive in these contexts are those who develop adaptive, relational, and reflective skills rather than purely disciplinary control.
6. Ethical and Professional Challenges
Jeffrey and Sun emphasize that teaching in violent contexts generates complex ethical tensions:
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How to remain fair when students’ behaviour results from trauma?
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How to protect oneself without abandoning pedagogical values?
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How to maintain authority without reinforcing fragility or marginalisation?
The book argues that ethical reflection must become an integral part of professional training, not a secondary concern.
7. Conclusion: Rethinking the Role of the Teacher in Violent Contexts
Enseignant dans la violence is ultimately a call for systemic recognition of teachers’ emotional labour and the social complexities of schooling in disadvantaged or volatile environments. Jeffrey and Sun conclude that:
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Schools cannot address violence in isolation.
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Teachers need institutional, psychological, and pedagogical support.
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Violence is not merely a disruption—it is a social symptom that requires holistic interventions.
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Teachers’ resilience should not be romanticised; it must be supported through structural reforms.
