Cyber-bullying: issues and solutions for the school, the classroom and the home
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
London [u.a.]
Routledge
2008
|
| Ausgabe: | 1. publ. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis Klappentext |
| Beschreibung: | Includes bibliographical references and index |
| Beschreibung: | XIX, 299 S. graph. Darst. |
| ISBN: | 9780415424905 9780415424912 |
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| 100 | 1 | |a Shariff, Shaheen |e Verfasser |4 aut | |
| 245 | 1 | 0 | |a Cyber-bullying |b issues and solutions for the school, the classroom and the home |c Shaheen Shariff |
| 250 | |a 1. publ. | ||
| 264 | 1 | |a London [u.a.] |b Routledge |c 2008 | |
| 300 | |a XIX, 299 S. |b graph. Darst. | ||
| 336 | |b txt |2 rdacontent | ||
| 337 | |b n |2 rdamedia | ||
| 338 | |b nc |2 rdacarrier | ||
| 500 | |a Includes bibliographical references and index | ||
| 650 | 4 | |a aBullying in schools xAutomation | |
| 650 | 4 | |a aComputer crimes | |
| 650 | 4 | |a aCyberbullying | |
| 650 | 4 | |a aInternet and children | |
| 650 | 4 | |a aInternet and teenagers | |
| 650 | 4 | |a Cyberbullying | |
| 650 | 4 | |a Bullying in schools |x Automation | |
| 650 | 4 | |a Computer crimes | |
| 650 | 4 | |a Internet and teenagers | |
| 650 | 4 | |a Internet and children | |
| 650 | 0 | 7 | |a Cyber-Mobbing |0 (DE-588)7614486-0 |2 gnd |9 rswk-swf |
| 689 | 0 | 0 | |a Cyber-Mobbing |0 (DE-588)7614486-0 |D s |
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| 999 | |a oai:aleph.bib-bvb.de:BVB01-016315459 | ||
Datensatz im Suchindex
| _version_ | 1804137376765706240 |
|---|---|
| adam_text | Contents
List of illustrations
xii
Preface
xiii
Acknowledgements
xviii
1
Cyberspace: battleground or opportunity?
1
Introduction
1
Battles in cyberspace
2
Worthy weapons?
3
What drives this battle ?
3
Peer-to-peer cyber-bullying
4
Anti-authority cyber-expression
4
Raveger, Raveger
5
2
Profile of traditional and cyber-bullying
10
What is bullying?
10
The etymology of bullying
12
Bullying or teasing?
13
General characteristics
15
Perpetrators and targets
17
Types of bullying
19
Physical bullying
19
Psychological bullying
22
Changing roles
24
Effects of bullying
25
Bullying today
21
Définitions
of cyber-bullying
28
Characteristics of cyber-bullying
32
Anonymity
32
An infinite audience
33
Prevalent sexual and hmiophic harassment
34
viii
Contents
Permanence
of
expression
34
My Spaa,
Faceboűk
and YouTube
34
Online social communications tools
35
Online sexual discrimination
38
Female victims
38
Female perpetrators
40
Alale
targets and perpetrators
40
Intersecting forms of discrimination
41
The international context
4
1
3
A transnational snapshot
43
Introduction
43
Context and analysis
4 7
Japan
48
Technology use: computers
48
Technology use: mobile cellular phones
49
Cyber-bullying among
J
apáñese
peers
5 0
Cultural considerations
51
Ijime and netto-ijime
51
Gakko
ura
saito:
mobile-bullying
53
Ijime-jisatsu (suicide linked to ijime)
53
South Korea
54
Singapore
55
China
55
Concerns about cyber-bullying
56
Chinese cases related to cyber-bullying
56
Thailand
62
India
63
United Kingdom
65
Access to the Internet
67
Nature of Internet use
67
Inequalities and the digital divide
68
Education, learning and literacy
68
Communication
68
Participation
69
Risks of online communication
69
Regulating the Internet at home
69
Happy slapping
70
United States
70
Bullying happens more often offline
72
Gender differences
73
The online rumour mill
73
Threats against older girls
74
Modified photographs
74
Contents ix
Racial
differences
76
Why teens engage in cyber-bullying
76
Homophobia
77
Canada
77
Adult perceptions
80
Opinions about cyber-bullying
80
Australia
86
New Zealand
88
Breaking news
89
US controversy: Mrs Drew and Megan
89
New law in Pakistan
90
4
The role of gender: biological and environmental
influences
90
Introduction
90
Socialization in the home
92
The biology of bullying
92
Environmental influences
95
Gender socialization in the home
96
Female gender roles
96
Alale
gender roles
99
How media frames reality
103
Media framing of gender
mies
105
Cyber-news on
girls
105
Helpless online girls
106
She brought it
ок
herself
107
Authority figures
107
Clueless parents
107
Heroic policemen
109
Civil liberties for perpetrators
109
5
Controlling kids spaces
112
Introduction
112
Supervising kids spaces
113
Confusing and disengaging children
114
Enter the digital divide
116
Kids
perspectives
—
their mvn private space
117
Adult mindsets and the digital disconnect
124
Levelling the plane of authority and power
126
Legal and policy responses: a few examples
130
European Union
131
Council of Europe
131
Council of Europe draft convention on cyber crime
131
χ
Contents
European
Commission (EU):
Europe s
information
society:
public
consultation on
safer
Internet and online technologies
for children
132
Safer
Internet plus programme
132
Legislation in
France
133
British responses
134
Don t suffer
in silence web
site
134
Criminology perspectives
139
Deleting Online Predators Act
(2006
-H.R.5319
-
DOPA )
140
Educational use
143
Library support for online education
145
Canadian responses
146
Conclusion
146
6
Stakeholder power
149
Introduction
149
Knowledge control
151
Influential stakeholders
154
Teachers and their unions
155
Why the sudden urgency?
160
A wall of defence
160
School reputation or support of
vidim?
161
Tacit condoning or peer-to-peer bullying
163
Selection
. . .
or censorship?
168
Lost parenting opportunities
170
Confused messages: furious father
110
Confused messages: concerned mother
171
Parental prerogative in schools
172
Special interest groups
176
Government influence
177
School boards
182
Media as censor
184
Cyber-victims
-
good students who get caught
185
Cyber-criminals: police as hero
187
Media framing of global issues
188
Courts as censors
189
7
Balancing free expression: privacy and safety in cyberspace
191
Introduction
191
Ilegal
frameworks
194
Tort law
194
Cyber-libel: Canadian context
195
Contents
xi
Cyber-libel: American
context
203
Negligence,
supervision
and malpractice
205
Tort
law,
supervision
and risk
209
Constitutional law: freedom of expression versus safety and privacy
211
Constitutional considerations
215
Expression as material and substantive disruption
216
Expression as disruption of basic educational mission
218
Nexus: computers as school property
219
Student expression off-campus
221
Human and civil rights jurisprudence: school environment
221
egal
standards for schools
223
8
Harmonious solutions
226
Introduction
226
Pragmatic and comprehensive solutions
228
Legal literacy
229
Practical solutions: online limitations
231
Building proficiency at home
236
Raising student awareness of censorship
239
Critical legal literacy model for teacher education
240
A concept map: positive school environments
242
Levelling stakeholder hierarchies of power
244
The stakeholder model
245
Poisoned environment
245
Step
1 :
Identify the stakeholders
245
Step
2:
Validate their claims
247
Step
3:
Critically weigh each claim against the others
247
School board claims
247
School administrator claims
247
Teacher claims
249
Parental claims
252
Media priorities
253
Step
4:
Minimal impairment of rights
254
Conclusion
255
Notes
259
References
265
List of cases
287
Index
289
Shaheen SharifCs
thought-provoking book alerts all educators and policy-makers
to the rise of cyber-bullying internationally, and the dangers of implementing
reactive responses to control it. This electronic form of bullying is difficult to
monitor or supervise, often because it occurs outside the physical school setting
and outside school hours, but as this ground-breaking book shows, home
computers and personal mobile/cellular phones have provided children today
with an arsenal of weapons for social cruelty .
As teachers demand the banning of websites such as YouTube. Facebook and
MySpace. schools and governments introduce stricter legislation and filtering
systems. Students, on the other hand, challenge school suspensions and
expulsions as infringing their rights to free expression and privacy, insisting
schools have no supervision rights in cyberspace.
These emerging issues have created an urgent need for this powerful and practical
book, which:
is grounded in comprehensive scholarship
addresses
lho
policy-vacuum
provides practical educational responses to cyber-bullying
develops guidelines for educators and administrators regarding the extent of
their obligations to prevent and reduce cyber-bullying
highlights ways in which schools can network with parents, the justice system,
technology providers and community organizations to provide support systems
for victims land perpetrators) of cyber-bullying.
Written by one of the few experts on the topic, Cyber-Bullymg challenges
reactionary school responses and encourages you to reconsider whether the
culprits defined in this battle as kids and technologies are instead victims of a
society in which the adults model intolerance and discrimination. The author
peets away the layers chapter by chapter, to help you reconceptualize cyber-
bullying to discover the educational potential of children and digital literacies.
Now teaching at McGill University, Montreal. Shaheen Shariff comes from a
background
m
educational law and policy studies. Increasingly she is seen as the
global expert on the topic of cyber-bullying.
|
| adam_txt |
Contents
List of illustrations
xii
Preface
xiii
Acknowledgements
xviii
1
Cyberspace: battleground or opportunity?
1
Introduction
1
Battles in cyberspace
2
Worthy weapons?
3
What drives this 'battle'?
3
Peer-to-peer cyber-bullying
4
Anti-authority cyber-expression
4
'Raveger, Raveger'
5
2
Profile of traditional and cyber-bullying
10
What is bullying?
10
The etymology of bullying
12
Bullying or teasing?
13
General characteristics
15
Perpetrators and targets
17
Types of bullying
19
Physical bullying
19
Psychological bullying
22
Changing roles
24
Effects of bullying
25
Bullying today
21
Définitions
of cyber-bullying
28
Characteristics of cyber-bullying
32
Anonymity
32
An infinite audience
33
Prevalent sexual and hmiophic harassment
34
viii
Contents
Permanence
of
expression
34
My Spaa,
Faceboűk
and YouTube
34
Online social communications tools
35
Online sexual discrimination
38
Female victims
38
Female perpetrators
40
Alale
targets and perpetrators
40
Intersecting forms of discrimination
41
The international context
4
1
3
A transnational snapshot
43
Introduction
43
Context and analysis
4 7
Japan
48
Technology use: computers
48
Technology use: mobile cellular phones
49
Cyber-bullying among
J
apáñese
peers
5 0
Cultural considerations
51
Ijime and netto-ijime
51
Gakko
ura
saito:
mobile-bullying
53
Ijime-jisatsu (suicide linked to ijime)
53
South Korea
54
Singapore
55
China
55
Concerns about cyber-bullying
56
Chinese cases related to cyber-bullying
56
Thailand
62
India
63
United Kingdom
65
Access to the Internet
67
Nature of Internet use
67
Inequalities and the digital divide
68
Education, learning and literacy
68
Communication
68
Participation
69
Risks of online communication
69
Regulating the Internet at home
69
Happy slapping
70
United States
70
Bullying happens more often offline
72
Gender differences
73
The online rumour mill
73
Threats against older girls
74
Modified photographs
74
Contents ix
Racial
differences
76
Why teens engage in cyber-bullying
76
Homophobia
77
Canada
77
Adult perceptions
80
Opinions about cyber-bullying
80
Australia
86
New Zealand
88
Breaking news
89
US controversy: Mrs Drew and Megan
89
New law in Pakistan
90
4
The role of gender: biological and environmental
influences
90
Introduction
90
Socialization in the home
92
The biology of bullying
92
Environmental influences
95
Gender socialization in the home
96
Female gender roles
96
Alale
gender roles
99
How media frames reality
103
Media framing of gender
mies
105
Cyber-news on
girls
105
Helpless online girls
106
She brought it
ок
herself
107
Authority figures
107
Clueless parents
107
Heroic policemen
109
Civil liberties for perpetrators
109
5
Controlling kids' spaces
112
Introduction
112
Supervising kids' spaces
113
Confusing and disengaging children
114
Enter the digital divide
116
Kids'
perspectives
—
their mvn private space
117
Adult mindsets and the digital disconnect
124
Levelling the plane of authority and power
126
Legal and policy responses: a few examples
130
European Union
131
Council of Europe
131
Council of Europe draft convention on cyber crime
131
χ
Contents
European
Commission (EU):
Europe's
information
society:
public
consultation on
safer
Internet and online technologies
for children
132
Safer
Internet plus programme
132
Legislation in
France
133
British responses
134
Don't suffer
in silence web
site
134
Criminology perspectives
139
Deleting Online Predators Act
(2006
-H.R.5319
-
'DOPA')
140
Educational use
143
Library support for online education
145
Canadian responses
146
Conclusion
146
6
Stakeholder power
149
Introduction
149
Knowledge control
151
Influential stakeholders
154
Teachers and their unions
155
Why the sudden urgency?
160
A wall of defence
160
School reputation or support of
vidim?
161
Tacit condoning or peer-to-peer bullying
163
Selection
. . .
or censorship?
168
Lost parenting opportunities
170
Confused messages: furious father
110
Confused messages: concerned mother
171
Parental prerogative in schools
172
Special interest groups
176
Government influence
177
School boards
182
Media as censor
184
Cyber-victims
-
good students who get caught
185
Cyber-criminals: police as hero
187
Media framing of global issues
188
Courts as censors
189
7
Balancing free expression: privacy and safety in cyberspace
191
Introduction
191
Ilegal
frameworks
194
Tort law
194
Cyber-libel: Canadian context
195
Contents
xi
Cyber-libel: American
context
203
Negligence,
supervision
and malpractice
205
Tort
law,
supervision
and risk
209
Constitutional law: freedom of expression versus safety and privacy
211
Constitutional considerations
215
Expression as 'material and substantive disruption'
216
Expression as 'disruption of basic educational mission'
218
Nexus: computers as school property
219
Student expression off-campus
221
Human and civil rights jurisprudence: school environment
221
'egal
standards for schools
223
8
Harmonious solutions
226
Introduction
226
Pragmatic and comprehensive solutions
228
Legal literacy
229
Practical solutions: online limitations
231
Building proficiency at home
236
Raising student awareness of censorship
239
Critical legal literacy model for teacher education
240
A concept map: positive school environments
242
Levelling stakeholder hierarchies of power
244
The stakeholder model
245
Poisoned environment
245
Step
1 :
Identify the stakeholders
245
Step
2:
Validate their claims
247
Step
3:
Critically weigh each claim against the others
247
School board claims
247
School administrator claims
247
Teacher claims
249
Parental claims
252
Media priorities
253
Step
4:
Minimal impairment of rights
254
Conclusion
255
Notes
259
References
265
List of cases
287
Index
289
Shaheen SharifCs
thought-provoking book alerts all educators and policy-makers
to the rise of cyber-bullying internationally, and the dangers of implementing
reactive responses to control it. This electronic form of bullying is difficult to
monitor or supervise, often because it occurs outside the physical school setting
and outside school hours, but as this ground-breaking book shows, home
computers and personal mobile/cellular phones have provided children today
with 'an arsenal of weapons for social cruelty'.
As teachers demand the banning of websites such as YouTube. Facebook and
MySpace. schools and governments introduce stricter legislation and filtering
systems. Students, on the other hand, challenge school suspensions and
expulsions as infringing their rights to free expression and privacy, insisting
schools have no supervision rights in cyberspace.
These emerging issues have created an urgent need for this powerful and practical
book, which:
is grounded in comprehensive scholarship
addresses
lho
policy-vacuum
provides practical educational responses to cyber-bullying
develops guidelines for educators and administrators regarding the extent of
their obligations to prevent and reduce cyber-bullying
highlights ways in which schools can network with parents, the justice system,
technology providers and community organizations to provide support systems
for victims land perpetrators) of cyber-bullying.
Written by one of the few experts on the topic, Cyber-Bullymg challenges
reactionary school responses and encourages you to reconsider whether the
culprits defined in this battle as kids and technologies are instead victims of a
society in which the adults model intolerance and discrimination. The author
peets away the layers chapter by chapter, to help you reconceptualize cyber-
bullying to discover the educational potential of children and digital literacies.
Now teaching at McGill University, Montreal. Shaheen Shariff comes from a
background
m
educational law and policy studies. Increasingly she is seen as the
global expert on the topic of cyber-bullying. |
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| edition | 1. publ. |
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| id | DE-604.BV023112898 |
| illustrated | Illustrated |
| index_date | 2024-07-02T19:48:56Z |
| indexdate | 2024-07-09T21:11:19Z |
| institution | BVB |
| isbn | 9780415424905 9780415424912 |
| language | English |
| lccn | 2007045665 |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-016315459 |
| oclc_num | 230157107 |
| open_access_boolean | |
| owner | DE-29 DE-12 DE-355 DE-BY-UBR |
| owner_facet | DE-29 DE-12 DE-355 DE-BY-UBR |
| physical | XIX, 299 S. graph. Darst. |
| publishDate | 2008 |
| publishDateSearch | 2008 |
| publishDateSort | 2008 |
| publisher | Routledge |
| record_format | marc |
| spelling | Shariff, Shaheen Verfasser aut Cyber-bullying issues and solutions for the school, the classroom and the home Shaheen Shariff 1. publ. London [u.a.] Routledge 2008 XIX, 299 S. graph. Darst. txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references and index aBullying in schools xAutomation aComputer crimes aCyberbullying aInternet and children aInternet and teenagers Cyberbullying Bullying in schools Automation Computer crimes Internet and teenagers Internet and children Cyber-Mobbing (DE-588)7614486-0 gnd rswk-swf Cyber-Mobbing (DE-588)7614486-0 s b DE-604 Digitalisierung UB Regensburg application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016315459&sequence=000003&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis Digitalisierung UB Regensburg application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016315459&sequence=000004&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA Klappentext |
| spellingShingle | Shariff, Shaheen Cyber-bullying issues and solutions for the school, the classroom and the home aBullying in schools xAutomation aComputer crimes aCyberbullying aInternet and children aInternet and teenagers Cyberbullying Bullying in schools Automation Computer crimes Internet and teenagers Internet and children Cyber-Mobbing (DE-588)7614486-0 gnd |
| subject_GND | (DE-588)7614486-0 |
| title | Cyber-bullying issues and solutions for the school, the classroom and the home |
| title_auth | Cyber-bullying issues and solutions for the school, the classroom and the home |
| title_exact_search | Cyber-bullying issues and solutions for the school, the classroom and the home |
| title_exact_search_txtP | Cyber-bullying issues and solutions for the school, the classroom and the home |
| title_full | Cyber-bullying issues and solutions for the school, the classroom and the home Shaheen Shariff |
| title_fullStr | Cyber-bullying issues and solutions for the school, the classroom and the home Shaheen Shariff |
| title_full_unstemmed | Cyber-bullying issues and solutions for the school, the classroom and the home Shaheen Shariff |
| title_short | Cyber-bullying |
| title_sort | cyber bullying issues and solutions for the school the classroom and the home |
| title_sub | issues and solutions for the school, the classroom and the home |
| topic | aBullying in schools xAutomation aComputer crimes aCyberbullying aInternet and children aInternet and teenagers Cyberbullying Bullying in schools Automation Computer crimes Internet and teenagers Internet and children Cyber-Mobbing (DE-588)7614486-0 gnd |
| topic_facet | aBullying in schools xAutomation aComputer crimes aCyberbullying aInternet and children aInternet and teenagers Cyberbullying Bullying in schools Automation Computer crimes Internet and teenagers Internet and children Cyber-Mobbing |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016315459&sequence=000003&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016315459&sequence=000004&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA |
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