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Journal Article

Citation

Walton G. J. School Violence 2005; 4(1): 91-118.

Copyright

(Copyright © 2005, Informa - Taylor and Francis Group)

DOI

10.1300/J202v04n01_06

PMID

unavailable

Abstract

The issue of bullying features prominently in educational administration, academic research, journalism, and public discourse. In this paper, I present a critical examination of research on bullying by addressing dominant themes and preoccupations in the literature. I argue that the proliferation of policies and programs purported to reduce bullying in schools are anchored by what appears to be a common, but problematic, understanding of the notion of bullying. Such policies and programs are utilitarian but misguided. Here, I problematize the very notion of bullying and contextualize it within broader frameworks of educational administration and social oppression. By contrast, I highlight educational theorists who conceptualize school violence in social and political terms rather than psychological, behavioral, and individualistic ones.

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