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Theorizing school bullying: insights from Japan<br />
Group Dynamics<br />
It has been recognized that Japanese researchers have been<br />
‘particularly attentive to bullying as a group phenomenon’ 225 .<br />
Behind this research strength lies the fact that student-student<br />
bullying in Japan is mainly group bullying 226 . To put it into<br />
perspective, based on the empirical data compiled by Morita et<br />
al. 227 and adjusting the parameters to make the comparison<br />
possible: single bullying comprises about 8% of bullying in<br />
Japanese schools 228 , whereas it is 30-40% in Norway 229 and<br />
61% (male) and 44% (female) in Australia 230 . Referring to the<br />
mode of bullying elaborated by Morita 231 , that a victim is inside<br />
the group rather than outside (i.e. Type II bullying), Schott<br />
remarks:<br />
This approach is in alignment with recent research that considers<br />
bullying to be a process of social inclusion and exclusion. And it<br />
opens the door to understanding the ways in which social<br />
exclusion is a significant mechanism for defining processes of<br />
social inclusion 232 .<br />
What follows is an attempt to <strong>inte</strong>grate this knowledge of the<br />
dynamics of group bullying, available only in Japanese, into an<br />
English discourse in order to augment the theoretical<br />
understanding of the second paradigm of school bullying.<br />
225<br />
Schott, 2014:35<br />
226<br />
Akiba 2004; Morita & Kiyonaga 1996; Morita et al. 1999; Yoneyama 1999<br />
227<br />
Morita et al., 1999<br />
228<br />
Yoneyama & Naito, 2003:319<br />
229<br />
Olweus, 1993<br />
230<br />
Rigby, 1996<br />
231<br />
Morita, 1996<br />
232<br />
Schott, 2014:36 <br />
135
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