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Theorizing school bullying: insights from Japan
Anomie in the formal and informal power structure of
schools
The discussion of corporal punishment and teacher-student
bullying has shown how violence used by teachers can be
legitimised and hence ignored. It thus supports the attempt to
define school bullying in terms of school violence 283 . At the
same time, the discussion on group dynamics presented above
has indicated the complexity of school factors that goes beyond
the institutional teacher-student relationships. As pointed out by
Schott:
The ongoing process of constituting informal groups through the
mechanisms of inclusion and exclusion provides a social context
for bullying. Changes in position are dangerous to group order,
becoming a source of fear and anxiety since all members of the
group risk being excluded. Bullying occurs when groups respond
to this anxiety by projecting the threat to group order onto
particular individuals; these individuals become systematically
excluded as the ‘other’ 284 .
Morita’s theory of the four-tiered structure of bullying has
explained well how this informal social structure encompasses
an incident of bullying, maintains it through the tacit approval
of bystanders, and thus turns the class into a dysfunctional
community that has lost its power to deal with the bullying. The
discussion on group dynamics on the other hand has
illuminated the workings of an anxiety-laden informal group:
bullying is a way of using ‘having fun’ to reduce tension within
groups, conformity functions to provide the justification and
‘grammar’ of bullying, students (and teachers) need to read the
283
Schott, 2014
284
Schott, 2014:39
147