Overview
- Examines the relationship between traditional and newer paradigms for understanding school bullying
- Proposes a new integrative framework and multidisciplinary approach to the understanding of school bullying
- Introduces complex adaptive systems methods towards school bullying research, interventions and evaluation
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Table of contents (16 chapters)
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Front Matter
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Broadening our Theoretical Perspectives on Bullying
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Front Matter
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Processes of Marginalisation
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Front Matter
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New Understandings to Guide Action
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Front Matter
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Taking Action: Towards Complexity
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Front Matter
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Keywords
- Marginalisation and School Bullying
- School Bullying Paradigms
- Complex Adaptive Systems and Bullying
- Multidisciplinary Approaches to School Bullying
- Teacher Education about Bullying
- Bias-based Bullying
- Psychological and Sociological Approaches to School Bullying
- Children’s Human Rights and Bullying
- Morality and School Bullying
- Worldviews in Bullying Research
- Integrating Theories about Bullying
- The Integrated Bullying Framework (IBF)
- Belonging and Bullying
- Gender and Bullying
- School-based Bullying Interventions
- Identity Theory and Bullying
- Identity Theory
About this book
This book addresses, and seeks to harmonise, different paradigms for understanding school bullying. It sets out to examine two paradigms for conceptualising bullying, and the worldviews that underpin them. It uses a complex systems perspective to bring the two paradigms together in a holistic fashion. By doing so, it creates an integrated framework for conceptualising the many individual, relational and societal factors that are in dynamic interaction and play a part in promoting or reducing school bullying.
This book draws upon a number of disciplines by way of background, including evolutionary, child development and social psychological theories of group behaviour and identity. It proposes that the human need for belonging is central to understanding bullying, and situates the topic within an understanding of gender and children’s human rights, bringing philosophical and moral perspectives to bear. It discusses practical ways forward, presents a systemic approach to bullying and application of complex adaptive systems methods to bullying research and evaluation. It serves as an introduction to such methods and suggests further creative ideas for policy, intervention practice, and teacher education about bullying.
Authors and Affiliations
About the authors
Professor Phillip T. Slee is Professor in Human Development at Flinders University of South Australia and is a trained teacher and registered psychologist. He has published academic literature in the fields of child development, bullying, school violence and wellbeing. Phillip has a particular interest in the practical and policy implications of his research, and has presented his work nationally and internationally in workshops and lectures. His research teams have undertaken national consultancies and evaluated the KidsMatter Primary Mental Health Initiative and the KidsMatter Early Childhood Mental Health Initiative in Australia. Previously, he has collaborated with Professor Rosalyn Shuteon several journal articles and a book on theories of child development, and edited volumes addressing mental health through schools. Phillip is also the Director of the Flinders Centre for ‘Student Wellbeing & Prevention of Violence’ (SWAPv), and has conducted international research projects with researchers in Japan, Korea, China, Canada, England, Malta, Chile and the United States.
Bibliographic Information
Book Title: School Bullying and Marginalisation
Book Subtitle: Harmonising Paradigms
Authors: Rosalyn H. Shute, Phillip T. Slee
DOI: https://doi.org/10.1007/978-981-16-7676-5
Publisher: Springer Singapore
eBook Packages: Education, Education (R0)
Copyright Information: The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2021
Hardcover ISBN: 978-981-16-7675-8Published: 13 January 2022
Softcover ISBN: 978-981-16-7678-9Published: 14 January 2023
eBook ISBN: 978-981-16-7676-5Published: 12 January 2022
Edition Number: 1
Number of Pages: XIX, 307
Number of Illustrations: 3 b/w illustrations, 2 illustrations in colour
Topics: Sociology of Education, Pedagogic Psychology, Education, general, Teaching and Teacher Education