School Bullying: Systematic Solutions

Our society has seemingly discovered the pervasive issue of bullying and its detrimental effects within the realm of public schooling. This phenomenon, though not new, has gained significant attention as the negative impacts on students become more evident. Articles like "The Bully Curriculum" highlight the struggles faced by young people as they resist society’s rigid gender norms, often breaking away from traditional masculine or feminine stereotypes. This resistance, while a progressive step towards personal freedom, can inadvertently lead to increased bullying, serving as a side effect of challenging established norms.

Another article, “Heteronormative Harassment: Queer Bullying and Gender-Nonconforming Students,” presents a grim statistic: 9 out of 10 queer students experience harassment during their school years. For groups that have faced longstanding oppression, simply surviving in such an environment is challenging, and the addition of bullying only exacerbates this struggle.

The Inadequacy of Current Solutions

"The Bully Curriculum" not only highlights the system’s response to bullying but also underscores the failure to address the root causes within mainstream education. Schools have begun to implement zero-tolerance bullying policies, but what does this entail? While these policies recognize the issue, which is a positive democratic step, they fall short of effecting real change. By cutting off conversations about bullying, these policies inadvertently entrench the problem further into the culture of schooling. As Carlson notes, “it seems more entrenched in this culture of schooling than ever before” (Carlson, p.176). This approach lacks depth and fails to foster an environment where open dialogue and understanding can flourish.

Historical and Cultural Influences

One theory posited is that the intensification of bullying in American schools can be traced back to the post-9/11 era. During this period, anger and resentment towards minorities, including Muslims and the LGBTQ community, surged. Discriminatory behaviors are often learned within familial settings, where elders may hold strong opinions rooted in past experiences. Children absorb these biases and bring them into schools, perpetuating a hostile environment filled with resentment and hatred. Thus, bullying becomes a vehicle for expressing these learned prejudices.

The article further delves into the concept of bullying as a “machine” or “tool,” predominantly wielded by males. Cultural learning plays a significant role in this dynamic, with male dominance being normalized in society. This normalization manifests in the expectation for boys to assert their masculinity, often at the expense of others perceived as more "feminine." Instead of addressing the underlying hatred, resentment, or dominance, schools focus on superficial measures like “bully-free zones.” The author categorizes common beliefs about bullying into four perspectives: pathologizing, naturalizing, developmentalism, and sympathizing. Each of these perspectives, in its way, normalizes bullying and its structural presence.

Rethinking Educational Approaches

In addition to viewing bullying as a tool of hegemonic masculinities, it's crucial to emphasize human agency. Individuals have the capacity to speak up and effect change. Whether it’s a child advocating for themselves or a teacher recognizing the systemic traits of bullying within their school, understanding right from wrong is a societal lesson. This brings to mind Freud’s theory of innate bisexuality and the role of environmental nurturing in shaping sexual orientation. If society embraced a more fluid understanding of identity, the challenges faced by individuals due to bullying might decrease. Boys not being told who to like or how to behave would find themselves navigating similar uncertainties as their gender-nonconforming peers.

The "It Gets Better" campaign, while well-intentioned, inadvertently suggests that suffering is a rite of passage on the road to future success. This message may inadvertently affirm bullies in maintaining societal structures. To truly dismantle these structures, educational and democratic responses must transcend zero-tolerance policies. Schools should strive to reconstruct both physical and mental environments through collective action, self-reflection, and the courage to resist societal and cultural norms. By embedding respect for minorities in educational curricula and acknowledging their historical and present contributions, we can lay the groundwork for a rewritten societal narrative.

In conclusion, addressing bullying in schools requires a multifaceted approach that considers historical, cultural, and systemic factors. By fostering open conversations, challenging entrenched norms, and promoting inclusivity, schools can create environments where all students feel safe and valued.

Did you like this example?

740

31