James, VeronicaThe present study is an exploratory one which investigates the perceptions of the members of a suburban community, Sanaata, in Trinidad and Tobago, regarding the phenomena, school violence, globalization, and the relationship between them. It seeks to answer the questions: 1. How does the community of Sanaata in Trinidad and Tobago perceive the phenomenon of school violence in the country? 2. How does the community of Sanaata perceive the phenomenon of globalization? 3. How does the community of Sanaata view the relationship between the two phenomena, globalization, and school violence? 4. What other factors (besides globalization) do various stakeholders in Sanaata perceive as contributing to school violence? Apart from the theoretical concepts of the local and global, colonialism and postcolonialism, and dominance and subordination, the study is also based on discourses and theories of macro-social development, ecological perspectives, and developmental behavior. I used qualitative methodology inquiry for the study, employing methods of open-ended interviews, questionnaires, (limited) participant observation and document analysis to collect data for the study. Students, teachers, parents, and community members living or working in the vicinity of School S and School U communicated their perspectives via interviews or self-administered questionnaires. The findings of the study reveal that the respondents of Sanaata perceive that globalization can influence children to engage in school violence. In addition to globalization, it was found that other factors can also act as triggers for school violence. These include home socialization of children, teasing and rough playing in school, verbal abuse, abuse in the home, drugs and crime in the community, lack of good role models and lack of social services in the neighborhoods.enDissertationSecondary educationEducationGlobalizationInternational EducationSchool ViolenceSecondary SchoolsTrinidad and Tobago