DOCSLIB.ORG

School Bullying and Power Relations in Vietnam

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
School Bullying and Power Relations in Vietnam School Bullying and Power Relations in Vietnam Paul Horton Linköping Studies in Arts and Science No. 541 Department of Thematic Studies – Child Studies Linköping University Linköping 2011 Linköping Studies in Arts and Science x No. 541 At the Faculty of Arts and Science at Linköping University, research and doctoral studies are carried out within broad problem areas. Research is organized in interdisciplinary research environments and doctoral studies mainly in graduate schools. Jointly, they publish the series Linköping Studies in Arts and Science. This thesis comes from the Department of Thematic Studies – Child Studies. Distributed by: Department of Thematic Studies – Child Studies Linköping University 581 83 Linköping Paul Horton School Bullying and Power Relations in Vietnam Edition 1:1 ISBN 978‐91‐7393‐081‐9 ISSN 0282‐9800 © Paul Horton Department of Thematic Studies – Child Studies 2011 Cover Design: Paul Horton Print: LIU‐Tryck, Linköping 2011 Table of Contents ACKNOWLEDGEMENTS ........................................................................................... 5 SKETCH OF VIETNAM............................................................................................... 9 INTRODUCTION ........................................................................................................ 11 RESEARCHING SCHOOL BULLYING AND POWER RELATIONS IN VIETNAM .................. 13 THE RESEARCH SETTING ............................................................................................ 18 OUTLINE ..................................................................................................................... 22 RESEARCHING SCHOOL BULLYING AND POWER RELATIONS IN VIETNAM..................................................................................................................... 25 CONDUCTING AN ETHNOGRAPHY OF SCHOOL BULLYING AND POWER RELATIONS .... 28 STUDENT QUESTIONNAIRES ........................................................................................ 32 PARTICIPANT OBSERVATIONS ..................................................................................... 33 STUDENT INTERVIEWS ................................................................................................ 37 STAFF INTERVIEWS ..................................................................................................... 39 ETHICAL CONSIDERATIONS......................................................................................... 40 INTERPRETATION ........................................................................................................ 43 ISSUES OF TEXTUALISATION ....................................................................................... 44 THEORISING SCHOOL BULLYING AND POWER RELATIONS IN VIETNAM..................................................................................................................... 49 CONTEXTUALISING SCHOOL BULLYING...................................................................... 49 SCHOOL BULLYING AND AGGRESSIVE INTENTIONALITY ............................................ 51 SCHOOL BULLYING AND POWER RELATIONS.............................................................. 54 Power and Differentiation..................................................................................... 55 Power and Resistance ........................................................................................... 58 Intentions and Effects............................................................................................ 60 SCHOOL BULLYING AND DISCIPLINARY POWER ......................................................... 62 Techniques of Surveillance ................................................................................... 63 Techniques of Control........................................................................................... 66 Normalising Techniques........................................................................................ 67 1 SCHOOL BULLYING AND TEACHER-STUDENT OPPOSITION ......................................... 71 SCHOOL BULLYING AND SILENCING ........................................................................... 72 SCHOOL BULLYING IN VIETNAM ................................................................................ 73 Defining Vietnamese School Bullying (bat nat) .................................................... 73 The Prevalence of Bullying in Du Hang and Pho Chieu Schools......................... 75 DISCIPLINARY POWER AND SCHOOLING IN VIETNAM.............................. 81 SCHOOLING AND MORALITY....................................................................................... 81 TEACHERS AND AUTHORITY ....................................................................................... 89 TECHNIQUES OF SURVEILLANCE ................................................................................. 91 TECHNIQUES OF CONTROL .......................................................................................... 97 NORMALISATION....................................................................................................... 105 PUNISHMENT............................................................................................................. 107 DISCIPLINARY POWER, RESISTANCE, AND BULLYING............................................... 109 SCHOOL BULLYING AND DISCIPLINARY POWER....................................... 113 MOVING BEYOND INDIVIDUAL TYPOLOGIES ............................................................. 114 DISCIPLINARY POWER AND BULLYING STRATEGIES ................................................. 116 ABSENTEEISM ........................................................................................................... 117 SHOPPING AT THE SCHOOL CANTEEN........................................................................ 119 REMOVAL ACTIVITIES .............................................................................................. 123 TEACHER-DESIGNATED SEATING .............................................................................. 126 SEAT SWAPPING........................................................................................................ 130 SHARING ................................................................................................................... 132 NOTE PASSING .......................................................................................................... 135 CLASS MONITORS ..................................................................................................... 141 SCHOOL BULLYING AND DISCIPLINARY POWER ....................................................... 143 SCHOOL BULLYING AND TEACHER-STUDENT OPPOSITION.................. 145 CONSIDERING THE ROLE OF TEACHERS .................................................................... 146 TEACHER AUTHORITY............................................................................................... 148 MAINTAINING ORDER ............................................................................................... 153 SARCASM AND DERISION .......................................................................................... 157 GRADE MANIPULATION ............................................................................................ 159 2 INCONSISTENT PUNISHMENT..................................................................................... 160 TEACHER-STUDENT BULLYING................................................................................. 163 SCHOOL BULLYING AND TEACHER-STUDENT OPPOSITION ....................................... 169 SCHOOL BULLYING AND SILENCING.............................................................. 173 THE SILENCING OF INDIVIDUALS .............................................................................. 174 AUTHORITATIVE SILENCE ......................................................................................... 176 TELLING ABOUT BULLYING ...................................................................................... 179 TELLING THE SCHOOL PRINCIPAL ............................................................................. 182 TELLING A TEACHER................................................................................................. 183 ‘Barn Owls’ and Squealing................................................................................. 185 TELLING A CLASS MONITOR ..................................................................................... 190 TELLING A FAMILY MEMBER.................................................................................... 191 SCHOOL BULLYING AND THE STUDENT CODE OF SILENCE ....................................... 193 SILENCING AND STUDENT SUICIDES ......................................................................... 195 SCHOOL BULLYING AND SILENCING ......................................................................... 200 CONCLUSIONS......................................................................................................... 203 UNDERSTANDING VIETNAMESE SCHOOL BULLYING AND POWER RELATIONS.......... 204 SCHOOL BULLYING AND SCHOOLING........................................................................ 206 SCHOOL BULLYING AND TEACHER-STUDENT RELATIONS ........................................ 209 SCHOOL BULLYING AND SILENCING ......................................................................... 210 IMPLICATIONS FOR ANTI-BULLYING INITIATIVES...................................................... 212 ILLUSTRATIONS
Load more

Recommended publications
  • Anti-Bullying Policy and Procedures
    Anti-Bullying Policy and Procedures Version: 3 Name & job title of policy owner Eugene Amoako Date approved by Nathan Singleton, 15th June 2017 Director of Young People Date published on SharePoint: June 2017 Next review date: June 2020 © LifeLine Community Projects Page 1 of 8 Contents 1. Our values and beliefs ................................................................................................. 3 2. Statutory duties of schools .......................................................................................... 3 3. Scope of this policy and links to other policies ........................................................... 3 4. Definition ..................................................................................................................... 3 5. Creating an anti-bullying climate in school ................................................................. 4 6. Identifying and reporting concerns about bullying .................................................... 4 7. Responding to reports about bullying ......................................................................... 5 7.1 Staff ....................................................................................................................... 5 7.2 Support .................................................................................................................. 5 7.3 Students who have bullied will be helped through appropriate measures from the following menu: ....................................................................................................
    [Show full text]
  • Parent to Parent Back from Lockdown Toolkit a Collection of Ideas & Strategies to Support Parents and Young People To
    Parent to Parent Back from Lockdown Toolkit A collection of Ideas & Strategies to support parents and young people to get back to School After Lockdown Bullying In response to our successful ‘Returning to School After Lockdown ‘survey which was sent out to Young People and their families, we have sourced and collated a selection of printable worksheets and activities to help support some of the young people’s biggest concerns and to encourage the young people to plan and set themselves goals for their return to school. Thank you to each and every one for sharing their thoughts and worries with us. All these resources are available from the links to the organisation that has developed them on the bottom of each page. Or can be sourced through a ‘google search’. Please use what you need from this resource to help you and your young person work towards feeling more confident and prepared for returning to school. Bullying Sometimes in school we feel we are being bullied, here are some activities to help you understand what bullying is. It's not easy to stand up to a bully but if you think you are being bullied make sure you tell and adult you trust Bullying is something that can hurt you on the inside or on the outside. It hurts you on the outside by hitting you and hurting you physically. It hurts you on the inside by name calling, skitting or hurting your feelings. Bullying is done on purpose, it’s not an accident. If someone hurts you during a game by accident that is not bullying, but if every time you played a game they hurt you, or your feelings that would be bullying.
    [Show full text]
  • Naturalistic Observations of Peer Interventions in Bullying D
    Naturalistic Observations of Peer Interventions in Bullying D. Lynn Hawkins, Debra J. Pepler, York University and Wendy M. Craig, Queen’s University Abstract This study examined peer intervention in bullying using naturalistic observations on school playgrounds. The sample comprised 58 children (37 boys and 21 girls) in Grades 1 to 6 who were observed to intervene in bullying. Peers were present during 88% of bullying episodes and intervened in 19%. In 47% of the episodes, peers inter- vened aggressively. Interventions directed toward the bully were more likely to be aggressive, whereas interventions directed toward the victim or the bully-victim dyad were more likely to be nonaggressive. The majority (57%) of interventions were effec- tive in stopping bullying. Boys were more likely to intervene when the bully and victim were male and girls when the bully and victim were female. The implications for anti- bullying interventions are discussed. Keywords: Bullying; Peer Intervention; Gender Differences In the present study, we examined peer interventions in bullying using naturalistic observations on the school playground. Bullying is a form of aggressive behaviour in which the child who is bullying has more power than the victim and repeatedly uses this power aggressively to cause distress to the victim through physical and/or verbal behaviours (Besag, 1989; Olweus, 1991, Pepler, Craig, & O’Connell, 1999). Research from various parts of the world suggests that between 10% to 23% of school children are involved in bullying as either victims and/or bullies (Besag, 1989; Charach, Pepler, & Ziegler, 1995; Olweus, 1991, 1993; Pepler et al., 1993; Roland, 1989; Yates & Smith, 1989).
    [Show full text]
  • Front Matter Template
    Copyright by Kurt Alan Gore 2007 The Dissertation Committee for Kurt Alan Gore certifies that this is the approved version of the following dissertation: Social Integration and Gender Differences in Adolescent Depression: School Context, Friendship Groups, and Romantic Relations Committee: Robert Crosnoe, Supervisor R. Kelly Raley Debra Umberson Shannon Cavanagh Elizabeth Vandewater Social Integration and Gender Differences in Adolescent Depression: School Context, Friendship Groups, and Romantic Relations by Kurt Alan Gore, B.S.; M.Ed.; M.S. Dissertation Presented to the Faculty of the Graduate School of The University of Texas at Austin in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy The University of Texas at Austin August 2007 Dedication This dissertation is dedicated to my grandparents, Cleo and Dee Gore, with all my love. Acknowledgements A Latin proverb reminds us that if the wind will not serve, take to the oars. This dissertation is definitely the product of much rowing. But thankfully, I was not the only one on the ship. I am indebted to so many at The University of Texas and The Population Research Center for their support and guidance. I would like to give special thanks to all of my wonderful committee members, Robert Crosnoe, Kelly Raley, Debra Umberson, Shannon Cavanagh, and Elizabeth Vandewater, who were always available to offer assistance. I would also especially like to thank Kelly Raley for the outstanding methodological instruction I received as her NICHD trainee. Furthermore, I cannot thank Robert Crosnoe enough for his tireless mentorship. Without his direction and motivation, the completion of this dissertation would have been impossible.
    [Show full text]
  • Art As Communication: Y the Impact of Art As a Catalyst for Social Change Cm
    capa e contra capa.pdf 1 03/06/2019 10:57:34 POLYTECHNIC INSTITUTE OF LISBON . PORTUGAL C M ART AS COMMUNICATION: Y THE IMPACT OF ART AS A CATALYST FOR SOCIAL CHANGE CM MY CY CMY K Fifteenth International Conference on The Arts in Society Against the Grain: Arts and the Crisis of Democracy NUI Galway Galway, Ireland 24–26 June 2020 Call for Papers We invite proposals for paper presentations, workshops/interactive sessions, posters/exhibits, colloquia, creative practice showcases, virtual posters, or virtual lightning talks. Returning Member Registration We are pleased to oer a Returning Member Registration Discount to delegates who have attended The Arts in Society Conference in the past. Returning research network members receive a discount o the full conference registration rate. ArtsInSociety.com/2020-Conference Conference Partner Fourteenth International Conference on The Arts in Society “Art as Communication: The Impact of Art as a Catalyst for Social Change” 19–21 June 2019 | Polytechnic Institute of Lisbon | Lisbon, Portugal www.artsinsociety.com www.facebook.com/ArtsInSociety @artsinsociety | #ICAIS19 Fourteenth International Conference on the Arts in Society www.artsinsociety.com First published in 2019 in Champaign, Illinois, USA by Common Ground Research Networks, NFP www.cgnetworks.org © 2019 Common Ground Research Networks All rights reserved. Apart from fair dealing for the purpose of study, research, criticism or review as permitted under the applicable copyright legislation, no part of this work may be reproduced by any process without written permission from the publisher. For permissions and other inquiries, please visit the CGScholar Knowledge Base (https://cgscholar.com/cg_support/en).
    [Show full text]
  • Bullying Prevention Grade 7
    CARFLEO•ICE/OCCB•CCC•EOCCC•NOCCC Family Life Education Supplementary Resources 2007 Bullying Prevention Grade 7 UNIT OVERVIEW Duration: Activating Prior Knowledge mini lessons; 4 Main Lessons Lesson Titles 1) Activating Prior Knowledge a) Mini Lessons 2) Each One Created in God’s Image 3) The Biblical Norms 4) Diversity 5) On Human Dignity BACKGROUND FOR THE TEACHER Part A: Universal Perspectives The Bullying Phenomenon Is On the Rise The earliest research into bullying was conducted in Norway in the early 1990’s by Dan Olweus who described the phenomenon of bullying as “intentional, repeated, hurtful acts of aggression, characterized by a real or perceived power imbalance, committed by one or more persons against another.”1 There is a growing body of international research, supported by rather alarming statistics that reveal bullying as a significant problem amongst school-aged children, despite educator’s best efforts to combat it. Boys typically get involved in overt and physical bullying tactics, while girls tend to engage in more subtle, indirect attacks, aimed at disrupting friendships or isolating peers. Name-calling, malicious rumours, gossip, and social alienation are common forms of emotional or psychological bullying.2 Bullying is a unique and insidious form of violence In 2005, the Government of Ontario’s Safe School Action Plan defined bullying as “a dynamic of unhealthy interaction. It is a form of repeated aggression used from a position of power. It can be physical, verbal or social.”3 Bullying has also been described as “a multi-dimensional construct and occurs when one experiences repeated attacks, over time, by one or more individuals who systematically abuse their power.
    [Show full text]
  • Online Harassment and Cyber Bullying Jack Dent
    BRIEFING PAPER Number 07967, 13 September 2017 By Pat Strickland Online harassment and cyber bullying Jack Dent Contents: 1. The problem 2. Recent governments’ approaches to internet regulation 3. The law in England and Wales 4. Do we need specific law for online harassment? 5. Will there be changes to the law? 6. Children and online bullying 7. Online abuse of Members of Parliament 8. Reporting online abuse and harassment 9. Sources of help and advice 10. Scotland 11. Northern Ireland www.parliament.uk/commons-library | intranet.parliament.uk/commons-library | [email protected] | @commonslibrary 2 Online harassment and cyber bullying Contents Summary 3 1. The problem 5 2. Recent governments’ approaches to internet regulation 6 3. The law in England and Wales 7 3.1 Relevant offences 7 3.2 Guidance on prosecuting social media offences 7 3.3 A new code of practice 9 4. Do we need specific law for online harassment? 10 5. Will there be changes to the law? 12 5.1 The Law Commission consultation 12 5.2 A Green Paper in 2017? 13 5.3 The 2017 General Election manifestos 13 6. Children and online bullying 16 What can parents do? 17 7. Online abuse of Members of Parliament 19 2017 General Election 20 Independent review into abuse of Parliamentary candidates 20 8. Reporting online abuse and harassment 21 8.1 What are social media companies doing? 21 8.2 The challenge for social media companies 23 9. Sources of help and advice 27 Adults 27 Parents and children 27 10. Scotland 28 10.1 The law 28 10.2 Guidance and help for victims 28 11.
    [Show full text]
  • Bullying in Schools
    Bullying in schools Bullying in schools: How successful can interventions be? is the first com- parative account of the major intervention projects against school bully- ing that have been carried out by educationalists and researchers since the 1980s, across Europe, North America, and Australasia. Bullying in schools has become an international focus for concern. It can adversely affect pupils and in extreme cases lead to suicide. Schools can take action to reduce bullying and several programmes are available but do they work? In fact, success rates have been very varied. This book sur- veys thirteen studies and eleven countries. Working on the principle that we can learn from both successes and failures, it examines the processes as well as the outcomes, and critically assesses the likely reasons for success or failure. With contributions from leading researchers in the field, Bullying in schools is an important addition to the current debate on tackling school bullying. . is Professor of Psychology and Head of the Unit for School and Family Studies at Goldsmiths College, University of London. He is the editor of Violence in schools: The response in Europe (2003) and co-editor of several other books on bullying in schools, including The nature of school bullying: A cross-national perspective (1999). is Professor of Psychology at York University, Toronto, Canada, and Senior Research Associate at the Hospital for Sick Chil- dren. She is co-editor of The development and treatment of childhood aggres- sion and the recent volume The development and treatment of girlhood aggression. is Adjunct Associate Professor of Social Psychology at the School of Education, University of South Australia.
    [Show full text]
  • Bullying Prevention 2008-Bp-01
    NAtionAL Crime Prevention CENTRE Building the Evidence – BULLYING PREVENTION 2008-BP-01 The implications of bullying can also be very serious for Bullying Prevention: many victims. For example, male victims of bullying are five times more likely to be depressed and girls are over three NAture AND EXtent OF times more likely to be depressed than their male and female classmates (Kaltiala-Heino et al., 1999; Hawker & Boulton, Bullying in CANADA 2000). Male and female victims of bullying are more likely to exhibit symptoms of suicide (Kaltiala-Heino et al., 1999). Moreover, research suggests that the effects of bullying do What is Bullying? not disappear with time. For example, the Journal of the Bullying is characterized by acts of intentional harm, American Medical Association reports that “individuals repeated over-time, in a relationship where an imbal- formerly bullied were found to have higher levels of ance of power exists. It includes physical actions depression and poorer self-esteem at the age of 23, despite (punching, kicking, biting), verbal actions (threats, the fact that, as adults, they were no more harassed or name calling, insults, racial or sexual comments), and socially isolated than comparison adults” (Olweus, 1994, social exclusion1 (spreading rumours, ignoring, gos- as cited in Fox et al., 2003: 8). siping, excluding) (Pepler & Craig, 2000; Ma, Stewin & Bullying behaviour during childhood is closely associated Mah, 2001). Boys tend to be more likely to bully and with future anti-social behaviour in adolescence and adult- be bullied, usually in the form of a physical attack and hood. Children who bully may turn into adolescents who exhibition of aggressive behaviour.
    [Show full text]
  • A Corpus-Based Study of Inanimate Classifiers in Vietnamese
    A Corpus-based Study of Inanimate Classifiers in Vietnamese By Hai Thi Thanh Tran A Thesis submitted to the Faculty of Graduate Studies of The University of Manitoba in partial fulfillment of the requirements of the degree of Doctor of Philosophy Department of Linguistics University of Manitoba Winnipeg Copyright © 2021 by Hai Thi Thanh Tran Abstract Key words: Vietnamese, classifiers, variation, discourse analysis, corpus-based study. This dissertation investigates inanimate classifiers in Vietnamese to identify classifier use patterns across genres, in spoken and written discourse as well as among different age groups. The study works on three corpora namely the Vietnamese Narrative Corpus consisting of 141 folktales, the Vietnamese Online Newspaper Corpus containing 140 contemporary online newspaper articles, and the Vietnamese Spoken Corpus including 22 talk show episodes with the total duration of 14 hours. As a large-scale discourse analysis study of frequency, distribution and function of attested inanimate classifiers, it attends closely to the use of cái (inanimate), double classifiers, and other frequent classifiers in the Vietnamese corpora. The study found that the classifier frequency in spoken Vietnamese is far higher than in written language. In Vietnamese, a classifier is required for classified nouns, but not for non- classified nouns (Emeneau 1951; Nguyen 1957). However, cái (inanimate) frequently appears with non-classified nouns functioning as emphatics in the spoken corpus, but not in the written corpora. I argue that this may lead to the higher classifier frequency in spoken Vietnamese than in written language. Interestingly, there is a decline in classifier frequency among younger speakers compared to older speakers.
    [Show full text]
  • Trainee Teachers' Perceptions on Cyberbullying In
    Article Trainee Teachers’ Perceptions on Cyberbullying in Educational Contexts Carmen Yot-Domínguez 1, María Dolores Guzmán Franco 2 and Ana Duarte Hueros 2,* 1 Department of Didactic and School Organization, Faculty of Education, University of Seville, C/Pirotecnia, s/n, 41013 Sevilla, Spain; [email protected] 2 Department of Pedagogy, Faculty of Education, Psychology and Sports Sciences, Avda. Tres de Marzo s/n, University of Huelva, 21007 Huelva, Spain; [email protected] * Correspondence: [email protected] Received: 31 October 2018; Accepted: 8 January 2019; Published: 11 January 2019 Abstract: This paper analyzes the perceptions of teachers in training regarding cyberbullying in schools. The objectives of the study were: to ascertain their perceptions regarding their concern and their commitment to cyberbullying, their agreement with the measures to address it in educational contexts, as well as the assessment of their capabilities to act and the training they have received and they would like to receive; to determine if the perceptions differ according to gender, age and degree pursued and if there are relationships between the perceptions; and, to define pre-service teachers’ profiles based on perceptions. With a survey research design, 408 students from different undergraduate and graduate education-related degree programs at Spanish public universities participated. Findings highlight the coexistence of three different teacher in training profiles. All profiles exhibit a high level of concern and recognize cyberbullying as a problem. They strongly agree with all the proposed prevention and management measures. Two of the three profiles perceive themselves as highly confident and willing to respond. On the contrary, participants in the third profile do not feel confident enough to act and consider their training insufficient, coinciding with the second profile.
    [Show full text]
  • Anti-Bullying Guide
    scouts.org.uk/bullying TOGETHER WE CAN BEAT BULLYING. The Scouting Guide to Taking Action !@£$%&* !@£$%&* 02 Let’s stamp out bullying together SCOUTING HAS THE POWER TO CREATE AN ENVIRONMENT IN WHICH BULLYING IS NOT ACCEPTABLE... This guide has been written to help you to reduce the chances of bullying happening, and to help young people who may be being bullied. The Scout Association has an Anti- Bullying Policy that states: ‘It is the responsibility of all adults in Scouting to help develop a caring and supportive atmosphere, where bullying in any form is unacceptable.’ This applies to everyone within Scouting – adults and young people. In Scouting we create positive and respect environments where we value and celebrate our differences. This makes it difficult for bullying to occur. However, at some time we will all have experienced bullying, either as a target or an observer. That’s why it’s important that all adults and young people understand the role they play in addressing and preventing bullying. Let’s stamp out bullying together 03 3 CONTENTS 5 WHAT IS BULLYING? - 5 UNDERSTANDING BULLYING - HOW DO I RECOGNISE6 THE SIGNS? - HOW CAN I HELP? - 7 CREATING YOUR OWN 8 ANTI-BULLYING CODE - RESPONDING TO BULLYING - INVOLVING PARENTS - 9 CYBERBULLYING - 10 WHERE CAN I FIND HELP? - 12 WHAT IS BULLYING? Physical: Threatening or causing injury to a person or property Young people say that bullying Verbal: Teasing, insulting, ridiculing, is their biggest concern humiliating or making sexist, racist, or homophobic comments to someone Bullying is found in all walks of life, and can happen anywhere, to anyone.
    [Show full text]