{"title":"Reconceptualizing targeted violence: A thematic review and pathways toward a unified definition","authors":"Romy Ghanem, Jahnavi Polumahanti, Chenhao Yin","doi":"10.1016/j.ijedudev.2025.103319","DOIUrl":null,"url":null,"abstract":"<div><div>Targeted violence has emerged as a pressing societal issue over the past decade, yet its definition remains fragmented and inconsistent across academic disciplines. This lack of clarity hinders efforts to understand, prevent, and intervene effectively. This study systematically reviewed 158 empirical and theoretical articles to examine how targeted violence is conceptualized in current literature. Key themes included the types of violence, intended targets, and the role of intentionality and planning. The findings highlight the predominance of belief-driven violence, frequently linked to ideological biases, hate, and distorted perceptions of specific groups or individuals. Additionally, the review underscores the increasing prevalence of identity-based and location-specific violence, alongside the underrepresentation of intent and planning in many existing definitions. Discrepancies between academic interpretations and definitions used by other agencies further complicate the development of cohesive prevention strategies. To address these challenges, this study proposes a comprehensive definition of targeted violence, emphasizing identity, intentionality, planning, and the clear specification of targeted groups. By advancing a more consistent framework, this research seeks to bridge the gaps between theory and practice, fostering a deeper understanding and more effective prevention of targeted violence.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"117 ","pages":"Article 103319"},"PeriodicalIF":2.8000,"publicationDate":"2025-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Educational Development","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0738059325001178","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
Targeted violence has emerged as a pressing societal issue over the past decade, yet its definition remains fragmented and inconsistent across academic disciplines. This lack of clarity hinders efforts to understand, prevent, and intervene effectively. This study systematically reviewed 158 empirical and theoretical articles to examine how targeted violence is conceptualized in current literature. Key themes included the types of violence, intended targets, and the role of intentionality and planning. The findings highlight the predominance of belief-driven violence, frequently linked to ideological biases, hate, and distorted perceptions of specific groups or individuals. Additionally, the review underscores the increasing prevalence of identity-based and location-specific violence, alongside the underrepresentation of intent and planning in many existing definitions. Discrepancies between academic interpretations and definitions used by other agencies further complicate the development of cohesive prevention strategies. To address these challenges, this study proposes a comprehensive definition of targeted violence, emphasizing identity, intentionality, planning, and the clear specification of targeted groups. By advancing a more consistent framework, this research seeks to bridge the gaps between theory and practice, fostering a deeper understanding and more effective prevention of targeted violence.
期刊介绍:
The purpose of the International Journal of Educational Development is to foster critical debate about the role that education plays in development. IJED seeks both to develop new theoretical insights into the education-development relationship and new understandings of the extent and nature of educational change in diverse settings. It stresses the importance of understanding the interplay of local, national, regional and global contexts and dynamics in shaping education and development. Orthodox notions of development as being about growth, industrialisation or poverty reduction are increasingly questioned. There are competing accounts that stress the human dimensions of development.