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Western societies assume themselves more civilized than the other countries. However, the Second World War and the atom bomb lead some scholars to question this assumption. This paper argues that Burgess witnessing the increase in the teenage violence is uneasy about the future of Western civilization. In A Clockwork Orange set in England in the near future, Burgess presents that the increase in teenage violence may result in state violence; some precautions taken by the state may violate human rights which have been accepted as a new standard of civilization after the Second World War, and some people thinking that the state does not punish the teenagers perpetrating violence adequately may attempt to lynch them. This paper aims at discussing that the teenage violence and the state violence depicted in the novel may be the indications of an uncivilizing process for Burgess. Burgess displays as well that although the teenagers using violence are, in fact, in need of affection and care, and they need the guidance of their parents, the parents do not care for their teenage children since they are busy with earning money. The paper concludes that in this novel Burgess warns his readers that they should not expect the state to put an end to this uncivilizing process as the state may become totalitarian and suggests that parents may bring this process to an end by caring about their children.

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This analysis of male peer hierarchies in schools argues that battles for cultural capital are a significant causal factor in the spate of school shootings across the United States between 1996 and 2002. The hallmarks of normalized masculinity--hypermasculine identification, athletics, fighting, distance from homosexuality, dominant relationships with girls, socioeconomic status, and disdain for academics--do not include alternative ways to build cultural capital when young men do not fit into rigid traditional social structures. Lacking such cultural capital, the perpetrators attempted to prove their masculinity through overwhelming violence--responses that in Michel Foucault's theoretical framework, reinforced the very power structures they seemed to want to destroy. The analysis concludes with positive directions for change including pedagogical strategies. [ABSTRACT FROM AUTHOR]