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Theorizing school bullying: insights from Japan
potential causes of conflict within the group. The techniques of
provoking laughter are often learnt by watching TV variety
shows where the words and deeds of comedians provide
textbook-like examples of bullying 268 .
Fujiwara 269 asserts that some teachers adopt the same technique
of using laughter as a strategy for class management:
When a homeroom teacher cannot be the pivot of the class, the
atmosphere of the class becomes permanently unstable. Such a
class is in need of a clown. The model to follow can be found in
variety-shows in television, which revolve around a clown – the
bullied – who is constantly laughed at each time s/he screams at
being poked and pushed. The class follows the same power
dynamics. To ‘read the vibes’ means to grasp instantaneously the
role to be played by each individual, to select a victim, and to
direct the whole scene. The skill to operate ‘vibes’ can be
regarded as a ‘petit-fascism’ in contemporary society. Some
teachers have fallen into using this technique as it is an easy way
to manage a class. Thus bullying has become a method 270 .
In such a situation, Doi 271 explains, teachers are like ‘big
students’ who ‘read the vibes’ at the same level as students. In
such a class, Doi continues, the hierarchical relationship
between the teacher and students collapses and the traditional
teacher-student relationship diffuses into the student-to-student
relationships, which in turn provides the social environment
that cultivates bullying 272 .
268
Doi, 2008:32
269
Fujiwara, 2006
270
translated and quoted in Yoneyama 2008
271
Doi, 2008
272
Doi, 2008:42
143