Social violence and the trivialising effects of youth in school bullying: Extended listening to South Australian young people on bullying and violence

Abstract

School bullying attracts significant research and resources globally, yet critical questions are being raised about the long-term impact of these efforts. There is a disconnect between young people's perspectives and the long-established psychology-based technical definitions of school bullying dominating practice and policy in Australia. This dominant paradigm has recently been described as the first paradigm of school bullying. In contrast, this paper explores the potential for reorienting school bullying research towards the concerns of young people and away from adult-derived technical definitions. Borrowing from paradigm two, which emphasises the social, cultural and philosophical (among others) elements of school bullying, in this paper, I approach bullying under the broad banner of 'social violence'. This approach addresses some of the inherent limitations of the first paradigm to conceptualise social and cultural dynamics. I argue that a 'social violence' approach reveals that the exclusionary effects of the social phenomenon of youth continue to be overlooked. Furthermore, the term 'violence' in bullying research could benefit from integrating contemporary sociological insights on this phenomenon. This paper draws on qualitative insights from a small group of young people in secondary schooling in South Australia gained through prolonged listening to peer conversations in a series of focus groups. In addition, 1:1 interviews were conducted pre and post the focus group series. I argue that these participants'

Deslegitimar la violencia escolar desde una pedagogía del afecto y una pedagogía dialógica

“…Tal como señalan Rey & Ortega (2007), aunque la violencia escolar más estudiada sea el acoso entre iguales, dentro de las escuelas los niños y jóvenes pueden verse implicados en otros tipos de violencia que también deben ser abordadas. Lohmeyer (2022), señala la importancia de priorizar los estudios sobre el acoso escolar, la exclusión de los jóvenes y su efecto en el conocimiento propio de los jóvenes, es decir dirigir la investigación sobre el acoso escolar hacia las preocupaciones de los jóvenes, más que en las definiciones de los adultos, enfatizar en el estudio de los elementos sociales, culturales y filosóficos del acoso escolar, bajo un enfoque más amplio, visto como violencia social el cual es un concepto que integra múltiples elementos.…”

Enhancing Cultural Empathy in International Social Work Education through Virtual Reality

“…Bullying-a power domination behaviour by an individual or group to intentionally harm others either physically or emotionally over a period-is a social problem that is affecting children in all parts of the world [1][2][3][4][5][6][7][8][9]. Globally, almost one in three students (32%) are bullied by their peers at least once every month [3,5].…”

“…Previous studies have shown a strong association between school bullying victimisation and adverse health risks of mental, psychosocial, and behavioural problems as well as later life performance [7,8]. Bullying, as a violent and oppressive behaviour, causes harm, and, therefore, provides a powerful moral imperative for particular attention within social work education and intervention [9].…”