Understanding, desire and narrated subjectivity: a philosophical consideration of the phenomenon of school bullying

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Understanding, desire and narrated subjectivity: a philosophical consideration of the phenomenon of school bullying

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dc.contributor.author Jacobson, Ronald B en_US
dc.date.accessioned 2009-10-06T18:24:49Z
dc.date.available 2009-10-06T18:24:49Z
dc.date.issued 2007 en_US
dc.identifier.other b58457598 en_US
dc.identifier.other 174001795 en_US
dc.identifier.other Thesis 57187 en_US
dc.identifier.uri http://hdl.handle.net/1773/7868
dc.description Thesis (Ph. D.)--University of Washington, 2007. en_US
dc.description.abstract Bullying within schools continues despite current anti-bullying strategies aimed against it. Bullying research has largely been of an empirical nature, employing both quantitative and qualitative methodologies. This project adds a missing philosophical perspective, seeking to more deeply understand the nature of bullying and the realities which motivate and guide its activities. Within the empirical literature bullying is seen in part to be motivated by a lack of understanding, skill deficiency, misdirected status acquisition attempts, bully delinquency or ecological realities (i.e., through school culture, teacher modeling or peer pressure). Using hermeneutic philosophy, psychoanalytic and feminist philosophies, as well as post-structural philosophy, I analyze three experiences of understanding (as elucidated by Hans-Georg Gadamer), the desires at work within relations of domination (as discussed by Jessica Benjamin) and the realities of subjectivity narrations within systems of discourse and practice (as described by Michel Foucault). In the end I argue that bullying may be fundamentally seen as a process of attempted self-construction through domination, a process that actually eclipses self-knowledge and that is guided by the dividing practices inherent in school motivational discourse and practice. I suggest several implications for current and future anti-bullying strategies and research trajectories, including curricular strategies and school culture reform. In essence, this project discusses the possibility of proactive strategies aimed at stopping bullying before it starts. en_US
dc.format.extent iii, 216 p. en_US
dc.language.iso en_US en_US
dc.rights.uri en_US
dc.subject.other Theses--Education en_US
dc.title Understanding, desire and narrated subjectivity: a philosophical consideration of the phenomenon of school bullying en_US
dc.type Thesis en_US


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