Literature Review Beginning in 1999, threat assessment research involving K-12 school settings has continued to be conducted in a variety of disciplines, including sociology, psychology, and media studies. However, to date, there is no unified body of knowledge about such events (Muschert, 2007) or ways to proactively reduce their frequency. Even though contemporary research has primarily been focused on the role of the perpetrator, a growing number of studies are emphasizing the reality that the assessments of targeted violence continue to pose a significant challenge to schools (Dumitriu, 2013), law enforcement, mental health, and other professionals (Borum, Fein, Vossekuil & Berglund, 1999). Instead of contributing to a broad, multidisciplinary perspective on school shootings as a social problem, such a disjuncture among scholars means
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A limitation of these approaches to threat assessment in school settings is their inability to discern possible power imbalances and how certain partners exert power and influence over other groups. Although there are a number of examples of uses of Critical Discourse Analysis in Education (Rogers, Malancharuvil-Berkes, Mosley, Hui & Joseph, 2005), no critical analysis of the relationship between administrators and community partners presently exists. Moylan, Lindhorst and Tajima’s examination of the ways that Sexual Assault Response Team members discursively construct one another’s role in the team and how this process points to unresolved tensions that can manifest in conflict (2017), along with Roger's examination of the need to expand on frameworks that conceptualize 'conflict' between discourse practices to consider the consequences of alignment (2010), are two example of possible means to research this
A limitation of these approaches to threat assessment in school settings is their inability to discern possible power imbalances and how certain partners exert power and influence over other groups. Although there are a number of examples of uses of Critical Discourse Analysis in Education (Rogers, Malancharuvil-Berkes, Mosley, Hui & Joseph, 2005), no critical analysis of the relationship between administrators and community partners presently exists. Moylan, Lindhorst and Tajima’s examination of the ways that Sexual Assault Response Team members discursively construct one another’s role in the team and how this process points to unresolved tensions that can manifest in conflict (2017), along with Roger's examination of the need to expand on frameworks that conceptualize 'conflict' between discourse practices to consider the consequences of alignment (2010), are two example of possible means to research this