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Bullying at School- A Canadian Perspective.docx

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University of British Columbia
ENGL 112
Peter Mahon

Bullying at School: A Canadian Perspective (scholarly article) (shortfall: written before cyberbulling was a major issue) Be careful of the hysteria of bullying. First sentence: “terrorize others” strong word choice pushes an interpretation towards the readers. Authors outlining reason for writing the paper: to address a knowledge deficit/ gap. Defining the term, bullying. “childhood aggression” – suggests that bullying only has something to do with children. “ongoing” – something that has to happen repeatedly and over time Olweus: invoked their first source (landmark source) Bullying can be direct: physical AND Indirect: threat, intimidation, gossip, exclusion. Interesting to note: cyberbullying is exclusion and gossip. “Girl” bullying lead to cyberbulling Authors look at European studies done -“more than once of twice a term” Trend shows that bullies can have more than one victim. Type of Evidence: Self-report questionnaires  Quantitative methodology -notice age range -Norwegian survey: -British survey: 8-15 age -gap in the knowledge Children, teachers, and parents have different perspectives on the problem of bullying, so the authors try to bring the different perspectives into context with each other. If there is a coherent policy within the school, bullying level seem to drop and when the teachers don’t agree with each other, bullying levels are higher. -authors make certain connections Draw a link between violence in Toronto communities to schools. Drawing a parallel: violence in streets in Toronto has something to do with bullying  What they hint, but authors do not develop this idea “heavily immigrant” underline how bullying and race interact with each other. difficult to gage what they are saying Toronto: 4-14, why do they look at younger children? To what extent can you take the word of a 4, 5 year old? They also, go into classrooms with special needs children -made sure children understood the definition of bullying -looking at three different perspectives -interested in racial aspect of bullying Survey Questions: what are the normal survey questions? give more information? -grade 3: 9 years old. numbers? survey said ages 4-14 -yet they said survey is not suitable for children under age 8, 9 Should expand on why 40% of staff decided not to respond  how many were teachers? caretakers? lunchtime supervisors? Why did 62% of parents not respond  Should be worth talking about and expanded on. - “at least once or twice” seems to violate the definition they stated out - the other surveys look for “more than once or twice a term”  problem not addressed - overextension of the definition of bullying - authors abusively extending the definition of bullying  problematic - how reliable is the data? -clear discrepancy between adult and children perspective: parents don’t see bullying -closer correlation with “Great Britain and Canada” than between “Norway and Canada” -Britain and Canada: more multiculturalism -Norway: less multiculturalism  if that is the case: race must be an issue -pose another question to catch underreporting -producing a problem of interpreting the data -classroom size? and gender? authors should have extrapolated more for the reader th March 11 recap: - various ways in which the authors were breaking down what they were doing in the surveys - types of evidence: using self-report questionnaires, conducting a survey  using quantitative methodology - the way the authors were using the definition of bullying derived from on of their key sources, “Dan Owius” and the way in which they were using this definition seemed to shift a bit once they started their discussion of the results. They seem to want to include references to bullying, include the definition of bullying - the way in which they conducted the questionnaires, children between the ages of 4-14, yet they mention later on that there was a problem with how the questionnaire couldn’t be understood by children below the age of 8  difficulty with the way in which they were framing their notion and their evidence - What exactly are the sizes of the classroom? suggests a classroom of 30 students or 40 students, which is not entirely clear, they don’t clarify (465 p16) - one of which that makes for a legitimate criticism of a piece of writing is insufficient information. At a number of points in the writing, there seems to be not enough information given to the reader, that the authors could perhaps expand a couple of other points a little more or clarify what they are talking about - No rhyme or reason for when they will use numerals or spell out the number (465 p17) Discussion of Age and Gender: - “Toronto data were similar to those in the Norwegian and British surveys”  similar pattern they noted earlier - definition reverts back to “one or more twice a term” - “23% of boys, 8% of girls” why the big discrepancy? Certainly seems to suggest that girl bullies have more victims, and boy bullies seem to have less victims. Could also be something to do with the socialization of boys and girls. Boys may not have a problem admitting to being bullied, whereas girls might (what do we expect of boys behaviors and girls behaviors)  more information needed here - for final exam: what is the relationship between the numbers? what is the trend or set of relationships? what do the numbers suggest in terms of trend? - “those who spend the most time together” suggests that bullying seems to have to do with opportunity, because these kids spend time together, the bully ends up bullying somebody close by  seems to be an important factor (simply because t
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