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International Electronic Journal for Leadership in Learning, v13 n6 2009

Bullying is not the kind of abuse that leaves broken bones; rather, it is a dehumanizing experience that manifests itself in the form of rumor spreading, name calling, psychological manipulation, character assassination, and social exclusion. Female teachers who are former victims of girl bullies or who themselves have been complicit with girl-to-girl bullying, consistently casting a blind eye to this ritualized social degradation, allowing it to continue generation after generation. The purpose of this article is to seek an answer to What are the social or institutional forces that prevent adults in the schools from seeing what they may have experienced themselves? The author stresses that simply recognizing girl-to-girl bullying will not necessarily dismantle the abusive social phenomenon. Teachers, counselors, administrators and teacher educators must find ways to integrate opportunities to teach socially responsible actions in order to replace apathy as a response to girl bullying. They must bring girl bullying out of the dark side of schooling experiences into places illuminated by thoughtful alternatives to girl relationships, and they must develop mindful strategies to support these new relationships.

Descriptors: Bullying, Social Isolation, Teacher Educators, Females, Peer Relationship, Psychological Patterns, Victims, Teacher Role, Administrator Role, Counselor Role, Intervention, Social Attitudes, Aggression

University of Calgary Press. 2500 University Drive NW. Calgary, Alberta, Canada T2N 1N4. Tel: 403-220-7578; Fax: 403-282-0085; e-mail: ucpmail[at]ucalgary.ca; Web site: http://www.ucalgary.ca/ucpress





Autor: SooHoo, Suzanne

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=3745&id=EJ940628



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