1
BULLYING IN COMMUNITYSCHOOLS: A BULLY'S PRACTICE
By:
Birendra Kumar Sah
This Thesis is submitted to the TribhuvanUniversity
In Partial Fulfillment of the Requirements for
Thedegree of Master of Philosophy in Education
2011
1
Abstract
The purpose of this study was to discover a bully's practice in community school for which I applied the qualitative approach. The principal research question of my study was: How do bullies construct their knowledge of school bullying? To ease my study, four subsidiary questions were formulated focusing on formation, contribution, distribution and limitation of bullying knowledge in family and school. The literature review covered the general thoughts, ideas and theories of different researchers regarding school bullying.By way of theoretical closures, I had made up my mind to use the theories of culture, patriarchy, conflict, cognitive, pedagogy and social injustice. But in field, I found other theories which were linked with the motives of bullies. Forthis qualitative study, I adopted the methods of case study, interview and observation. Three cases of bullies from three community schools were selected purposively for this study. I chose their class teacher, head teacher, victim and parents for validation of my study. For data gathering, I used in depth interviews with the bullies and the people related with them. Later on, the activities of respondents were observed using unobtrusive observation technique. The data were analyzed with theories based on the motives of them. The motives behind bullying were power showing, peer pressure, hegemony, home, society and school environment, labeling, love, politics, patriarchy and emotional patterns.
By analyzing and interpreting the data, I traced out my summary, discussion and conclusions. Thesewere focused on families' roles, schools' contribution responsible for creating bullying. At the end of this study, the reflection and implication were developed in the education sector on thebasis of findings. At time of focusing my insight, my thinking was concentrated for reducing the bullying situations so that the education sector could flourish. For development of education sector, I linked my implication with teacher training, education appropriateness, affective education, social justice, equity and equality in classrooms, peaceful and understanding environment, School Management Committee (SMC) members election and selection, parents awareness about their children, code of conduct for institutions, female empowerment and peace and stability. The implications from this study may shed light on ways for improving the bullying situation in order to create a conducive environment for teaching in schools.
© Copyright by Birendra Kumar Sah
2011
All rights reserved.
Dedication
I feel very fortunate to dedicate this dissertation at the holy foot of my god parents Ram Chandra Sah and Bechani Devi Sah who devoted their whole life to see this moment in my degree of education. I got very precious and golden life under their blessing to elevate my life. Without their encouragement and inspiration, I could nothave availed of this opportunity.
Library Release Form
Name of AuthorBirendra Kumar Sah
TitleBullying in Community Schools: A Bully's Practice
DegreeMaster of Philosophy
Year This Degree Granted2011 A.D.
Permission is hereby granted to Tribhuvan University Library to reproduce single copies of this thesis and to lend or sell such copies for private, scholarly or scientific research purposes only.
The author reserves publication and other rights in association with the copy right in the thesis, and except as herein before provided neither the thesis nor any substantial portionthereof may be printed or otherwise reproduced in any material form whatever without the author's permission.
……………………….
Karjanha VDC Ward No. 4
Siraha, Sagarmatha Zone, Nepal
Date: -14thJuly, 2011
Declaration
I hereby declare that this thesis has not been submitted for the candidature for any other degree.
I understand that my thesis will become part of permanent collection of Tribhuvan University Library. My signature below authorizes release of my thesis to any readers upon request.
------
Birendra Kumar Sah
Date: 14thJuly, 2011
Acceptance and Recommendation
The undersigned certify that they have read, and recommended to the Faculty of Education, TribhuvanUniversity for acceptance, the thesis entitled BULLYING IN COMMUNITY SCHOOLS: A BULLY'S PRACTICEsubmitted by Birendra Kumar Sah in partial fulfillment of the requirements for the degree of MASTER OF PHILOSOPHY in Faculty of Education with specialization in EDUCATIONAL LEADERSHIP.
Prof. Bidya Nath Koirala, Ph.D.
(Supervisor)
Prof. Dibya Man Karmacharya, Ph.D.
(External Examiner)
Prof. Chandreshwar Mishra, Ph.D.
(External Examiner)
Prof. Basu Dev Kafle, Ph.D.
(Research Committee Member)
Date:14thJuly, 2011
Acknowledgements
I express whole hearted thanks to my family members, friends, teachers and Rakshya Nepal who contributed their effort and support for making this research possible.I would like to express sincere gratitude to my thesis supervisor, Prof. Dr. Bidya Nath Koirala, who stimulated me continuously and guided my study rigorously. I am very obliged for his useful comments which were source of inspiration for me. Without his tremendous guidance and support, this study could not be possible.
I am indebted to my external examiners Prof. Dr. Dibya Man Karmacharya and Prof. Dr. Chandreshwar Mishra and research committee member Prof. Dr. Basudev Kafle for their valuable suggestions to complete the thesis in the present form.
My sincere thanks to Rakshya Nepal, the onlysocial organization dedicated entirely to combating the problem of school bullying in Nepal as well as the SAARC region, for providing me a research grant as well as valuable reference materials. My special thanks to Dr. Niti Rana, Chairperson of Rakshya Nepal for helping me to rectify my writing errors and Ms. Anu K.C., Secretary at Rakshya Nepal, forproviding books and other documents related to school bullying.
My appreciation extends to Mr. Dor Prasad Aachary, assistant headmaster of Bal Uddhar Higher Secondary School, Kapan; Mrs. Narmada Pokharel, head teacher of Jan Kalyan Higher Secondary School, Mahakal and Mr. Mukund Budhathoki, headmaster of Yagymati Secondary School, Payutar. The teachers Mr. Laxmi Pd. Dahal and Mrs. Kiran Khadaka who helped for picking out the bully students from their respective schools and other teacher friends deserve special thanks for their support. I am very thankful to the students, parents and key informants.
I would like to extend my thanks to Dr. Lava Deo Awasthi and Dr. Dil Prasad Shrestha who read through my thesis and provided me with very important feedback. Also, a special gratitudeextends to my close friend; Bishnu Mishra who supported me when I needed his help during this research. Besides, my special thanks goes to Mr. Noor Jang Shah who helped me to rectify the APA format of thesis. Finally, I want to extend my love and appreciations for my wife, Kiran Sah; daughter, Kajol Sah and son, Kayur Sah for their support in my work.
14thJuly, 2011 Biendra Kumar Sah
Abbreviation
ANNISU / All Nepal National Independent Student UnionBBC / British Broadcasting Corporation
CD / Compact Disc
CPN- UML / Communist Party of Nepal (United- Marxist Leninist)
FGD / Focus Group Discussion
HT / Head Teacher
INGO / International Non- governmental Organization
NGO / Non- governmental Organization
MOE / Ministry of Education
OSDE / Oklahoma State Department of Education
SESP / Secondary Education Support Program
SBPA / School Bullying Prevention Act
SMC / School Management Committee
SLC / School Leaving Certificate
UNESCO / United Nations Educational, Scientific and Cultural Organization
USA / United States of America
VCD / Video Compact Disc
VDC / Village Development Committee
Definition of Terms
Bali / Sacrifice of animal in name of godBully / The person who harassesanother by perpetuating any type of negative activities.
Cognitive / The mental state of human –being.
Community school / Community school is synonymous with public school. The school which is managed by community and funded by government.
Dalit / According to traditional social caste system of Nepal, Dalit is regarded as low caste person who gets discriminated and is still lag behind.
Dhami / Dhami (shaman) is the priest of various castes which have faith in their traditional and oracular religion.
Emotion / Psychological effects showed internally and externally caused by mind.
Justice / Creation of environment on the principle of equality and equity.
Matwali / According to Nepalese caste system, Matwali jatt falls under second categorieswhich includes non- enslavable group such as Magar, Gurung, Rai, and Limbu etc. and enslavable are Tamang, Chepang, Thami etc. They are also regarded as alcohol drinking group.
Motive / The factor which stimulates for doing something.
Perspective / The outlook, thought, views playing in the mind of human-being.
Private boarding school / The school which is managed and also funded by person(s) privately.
School Bullying / School bullying is a type of bullying that is related with education sector and it might take place either inside or outside of school.
Schooling / Bully's lived reality, perception, worldview, family, educational and social activities and behaviors, rituals and so on.
Student servant / The student who works in any home and studies
Victim / The person who gets disturbances physically or mentally.
School Bullying 1
TABLE OF CONTENTS
Abstract
Dedication
Library Release Form
Declaration
Acceptance and Recommendation
Acknowledgements
Abbreviation
Definition of Terms
List of Figure
List of Tables
List of Boxes
CHAPTER ONE
Introduction
Background of the Study
Statement of the Problem
Rationale
Significance of the Study
Objectives of the Study
Research Questions
Delimitations
CHAPTER TWO
Literature Review
The Belief System of School Bullying
Studies Related to School Bullying
Theoretical Framework
Culture and Bullying
Patriarchy and Bullying
Minority and Bullying
Conflict and Bullying
Power and Bullying
Cognitive Domain and Bullying
Pedagogy and Bullying
Social Injustice and Bullying
CHAPTER THREE
Methodology
Study Design
Approach to Inquiry
Qualitative approach
Unit of Analysis
Sampling
Tools of the Study
Focus group discussion (FGD)
Interview
Case study
Observation
Data Analysis and Interpretation
Ethical Issues
CHAPTER FOUR
Bully's Perspective: A Power Standpoint
(Case No. 1)
My Difficulties
Motives of the Bullying Student
Mudheball (Foolish power)
Bali (Sacrifice)
Peer pressure
Hegemony
Home, society and school environment
Emotions
CHAPTER FIVE
Labeling the Motives: A Bully's Action
(Case No. 2)
My Difficulties in the Generation of Datatext
Motives of a Bullying Student
Labeling
Love
Politics
Emotions
CHAPTER SIX
Relationship between Bully's Perspective and Schooling
(Case No. 3)
Field Synopsis
Motives of a Bullying Student
Male domination
Emotions
CHAPTER SEVEN
Summary, Discussion and Conclusions
Factors Responsible for Promoting Bullying
Family's role
The effect of electronic equipments.
Economy of family.
Home environment.
Schools' contribution
Negligence by schools.
Classroom environment.
Labeling.
Lack of protocol.
Lecturer method.
Politics.
Emotions.
Reflections and Implications
The opportunity of teacher training or orientation to the teachers.
Educationsuitable to school bullying.
Affective education.
Social justice, equity and equality in the classroom.
Peaceful and understanding home environment.
Politics and education.
SMC members' election and selection.
Parental awareness about their children.
Code of conduct for institutions.
Female empowerment and bullying.
Peace and stability.
References
Appendices
Appendix A
Request for Permission to Conduct the Study
Appendix B
Letter to Research Participants
Appendix C
Research Participant Release Form
Appendix D
Guiding Questions to Interview Bullies
Appendix E
Guiding Questions to Interview Victims
Appendix F
Guiding Questions to Interview Bullying Children's Class-Teacher and Head- Teacher
Appendix G
Guiding Questions to Interview Bullying Children's Parents
Appendix H
The Bullying Cases in National and International Level
List of Figure
Figure 2.1: Theoretical Framework 35
List of Tables
Table 7.1: / Motives behind bullying by the bullying students / 109Table 7.2: / Theories related to the motives / 111
List of Boxes
Box 4.1: / Heinous act of a bully / 64Box 4.2: / The superstitious faith of bully's parents / 69
Box 4.3: / Spoil stage of bully's academic career by peer pressure / 71
Box 4.4: / Unfair treatment with the bullying student / 73
Box 4.5: / Bitter facts about the parents of the bully and victim / 74
Box 4.6: / Carelessness of parents towards the bullying student / 75
Box 4.7: / Bitter feelings of the bullying student about school / 77
Box 4.8: / Feelings of anger and regret by the bully / 79
Box 5.1: / Labeling the student by the teacher / 84
Box 5.2: / Labeling of the victim by the bullying student / 86
Box 5.3: / Love beyond control / 90
Box 5.4: / Insanity of the bully / 94
Box 6.1: / Bitterness of a victim / 102
Box 6.2: / Pomposity of thebully / 103
Box 6.3: / Jealousy of the bullying student / 105
Box 6.4: / Defending the bullying student / 106
CHAPTERONE
Introduction
Background of the Study
Sari umra hum mar mar ke ji liye
Ek pal to ab hame jine do jine do
Give me some sun shine
Give me some rays
Give me another chance
To grow up once again
(I lived all my life by dying.Please let me breathe for a moment)
The song above is taken from a super-hit Indian film '3 Idiots' producedby Viddu Vinod Chopra and directedby Rajkumar Hirani. The song was sung by the student who committed suicide. In these mournful lines, we find internal suffering of that student who was bullied by a teacher in college. This film very realistically portrays how students are bullied by teachers, parents and peers. It is also said in this film that every second, in India only, one student commits suicide due to bullying. Similarly, another film, related with bullying, is ' Taare Jameen Par' produced and directed by Amir Khan. In this film also the concept of bullying has been artistically portrayed.
In Nepal, parents and teachers are bullying the students, they hardly care for children's talent, and forcethem to do whatever they like. This is where I see the problem with education system that acknowledges bullying in one way or the other. Bullying is a socio-cultural phenomenon (Ross, 2002). It is everywhere and school is one of them (Smith & Brain, 2002; Smith &Sharp, 1994). Although Smith and Sharp (1994) claim that it exists more in boarding schools, I have chosen public school to find out what types of bullying are existed in these schools. It is where Blase (1991) wrote, schools are complex, unpredictable social organizations that are extremely vulnerable to a host of powerful external and internal forces. They exist in a vortex of government mandates, social and economic pressures and conflicting ideologies associated with school administrators, teachers, students, and parents (p.1). Usually school exercises power in a negative way, no matter they are the administrators, teachers, students, and parents leading to school bullying. Such bullying has the effect of lifelong damage for the victims (Olweus 1984; Cullingford & Morrison, 1995; Robinson & Maines, 1997). An example can be drawn from the film' 3 Idiots', in which a talented student was bullied by a teacher. He was discouraged not to make an aeroplane model. As a result, he had to kill himself by hanging. It might occur that he could murder that teacher who dominated him. Such bullying implicitly exists in Nepali schools as well; but we have not given adequate attention. In this context, I have undertaken this study to explore the perspectives of students who bully.
The latest research shows that more than half of all children are, at least on occasion, directly involved in bullying as a perpetrator, victim, or both and many of those who are not directly involved witness others being bullied on a regular basis (Anonymous, n.d.). Studies done abroad show those children who are depressed, anxious, and aggressive in first grade are more likely to become victims of bullies by third grade (Anonymous, 2009, May 17). One such study was done in the University of Victoria. This study collected information from more than 400 Canadian first graders and asked them about their experiences of being bullied such as being hit, pushed, and shoved, or being teased and excluded from play. The teachers were asked to report on the children's symptoms of depression and anxiety, as well as on their displays of physical aggression. Nearly 73 percent of the respondents showed few symptoms of depression and anxiety over the three years. But 7 percent of the children showed high levels of depression and anxiety continuously. And the remaining 20 percent showed moderate symptoms at first, but these increased over time. Moreover, children who were more aggressive at the start of first grade also were prone to depression and anxiety by third grade. These children also were more likely to be victimized by their peers, perhaps in retaliation for their own acts of aggression.
The above study helped me to understand that bullying is related to the bully's psychological makeup. Because of this makeup, they commit the act of bullying. It is where Leadbeater aptly said, "Children's early mental health problems can set the stage for abuse by their peers. Treating children's mental health problems may go a long way toward reducing bullying"(cited in Anonymous, 2009, May 17). This indicates that teachers are responsible for the reduction of bullying through counseling and some other ways. If we could not do so, it will kill the talent of the students (Olweus, 1978).
My interest towards bullying emerged out of my experience when I was teaching in class ten of Devighat higher secondary school in Nuwakot district. There I noticed a boy bullying his peers and teachers. None paid attention to him. As a result, his act of bullying increased gradually. I wanted to see what caused him to bully others. I visited him at his house. I learnt he was staying with his mother.His father had gone to a Gulf country to earn money. There was no shortageof money with him. But his mother could not control him. So, I called him to my rented room. With my counseling and encouragement, he got success in SLC. Personally, he is totally transformed as a civilized, disciplined and laborious student. My experiencein the past made me more interested to take up the study in school bullying.