Today I spent quite a while catching up on research articles themed around LGBTQ discrimination in education. Since I am taking notes I thought I might as well share some summaries here. Besides, LinkedIn and my Blog make for easy searching compared to the vast vault of my hard drive and Google Apps accounts.
Each of the articles includes a citation at the beginning and my thoughts following in italics.
Goodstein, Phyllis Kaufman. (2013) How to Stop Bullying in Classrooms and Schools: Use Social Architecture to Prevent, Lessen and End Bullying. New York: Routledge.
In general I dislike the use of bullying as a term to describe the marginalization of a student or group of students. First I will need to ignore this categorization as most articles will use terms, like bullying, that invite excuse making (my major problem with using terms like bullying and victimization. The categorizations of the forms the bullying (read: marginalization) and outcomes in the first half of the article are actually something I would love to build an infographic on. The language would be useful and easily translatable to a variety of audiences and facilitate greater dialogue. It was the second half of the article which I really found interesting.
Goodstein describes the use of social architecture theory and social scaffolding as a method for creating social change. Actually it is more of guide for educators and others. Teachers stand as role models and set up systems for pro-social classroom behaviors. There is also a description for bystanders and upstanders. The section on encouraging bystanders to become upstanders deserves more consideration as those models may apply to the design of a game intending the same outcome. To support teachers and upstanders there are two major components described by Goodstein: incompatibility and intervention. Incompatibility means creating such an environment of kindness, expectations, service learning, projects, and other things so as to make the school climate incompatible with bullying. Intervention focusses on making sure educators and upstanders, parents, and the community, administrators, and policy all take action when marginalization occurs as inaction relates to a lack of condemnation rather that “ignoring something so it goes away.”
I really enjoyed the metaphor of a broken window. If a window is allowed to sit without repair then additional windows will be broken. The same applies to marginalizing behavior. If no one intervenes and there is not a social stigma applied to marginalizing behaviors then what can be expected to occur? Maybe the broken window would be a symbol for a video game…or graffiti on a locker.