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|dc.identifier.citation||British Journal of Sociology of Education, 2003; 24(3):315-330||-|
|dc.description.abstract||Studies on bullying at school proliferate, but the discourse is seriously lacking in sociological perspective. The explanation as to why some students bully others has been sought primarily within the personal attributes of the bully and the victim. Despite the fact that the school is the place where most bullying occurs, school factors that are correlated with the prevalence of bullying have been under-investigated. In Japan, however, schools have been subject to great scrutiny. By reviewing the Japanese literature on bullying ( ijime ), this paper discusses factors that appear to contribute to the school climate in which bullying among students becomes commonplace. These include authoritarian, hierarchical, and power-dominant human relationships, alienating modes of learning, high levels of regimentation, dehumanising methods of discipline, and highly interventionist human relationships in an excessively group-oriented social environment. The paper suggests the paradigm of student bullying needs to be re-thought.||-|
|dc.description.statementofresponsibility||Shoko Yoneyama and Asao Naito||-|
|dc.rights||© 2008 Informa plc||-|
|dc.title||Problems with the paradigm: the school as a factor in understanding bullying (with special reference to Japan)||-|
|dc.identifier.orcid||Yoneyama, S. [0000-0002-3795-4313]||-|
|Appears in Collections:||Asian Studies publications|
Aurora harvest 7
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