Schools and Digital Spaces Spawned Bullying

Liqi Cui

doi:10.54097/r7c49a95

Authors

Liqi Cui

DOI:

https://doi.org/10.54097/r7c49a95

Keywords:

Sociological Imagination, Bullying, School Culture, Social Inequality, Power Dynamics, Cyberbullying.

Abstract

According to theories like symbolic interactionism, people acted out roles by turn in school settings, not according to how they were educated but whether games one did better than another during adolescence years on cell phone chat levels. Another method was Bourdieu’s use and spread of social capital, through which some students became more powerful while others lost their work experience which could have made up for that failure in cleverness or network connections, turning those patterns into realities. In Foucault's theory, bullying originates from the power balance. Therefore, practices of violence prevail when such systemic imbalances lean one way, and social inequalities are reflected. Using a mixed-methods approach that combined national surveys and adolescent interviews, the study found bullying is a school culture and digital platform product. Answers are centered in school reform, changing norms of cultural climate and regulating. All these measures aim to create environments in which teenagers feel safer.

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References

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