In American schools, violence has evolved as one of our most riveting social problems. The FBI reported at least 28 cases of school shootings since 1982 (Diket & Mucha, 2002). Educators are concerned about the growing number of violent acts in schools across America and seek reasons and results. They insist that teachers pay attention to the pictures students create, discuss violence and related issues with them, and make time to talk about understanding a volatile world (Susi, 2001; Diket & Mucha, 2002). Freedman (1997) earlier advocated that teachers encourage students to examine the media. Ballengee-Morris and Stuhr (2001) advocate that teachers examine visual culture, notably the theme of violence, and its socio-cultural context. jagodginski (1997) points out baby-boomer nostalgia and baby-buster counter-nostalgia as the real problem. Parents avoid the issues of violence and obscene influences. They want to return to their safe childhood. Schools do the same, consider the theme too controversial and thereby ignore the growing problem. Teachers need studies that report the results of practical investigation with students that lead to further examination of this complex problem of violence.


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