| Summary: | 碩士 === 國立成功大學 === 法律學系 === 102 === SUMMARY
This paper focuses on the social reaction to school-bullying from December 2010 to March 2011. It is unusual that school-bullying is a problem has existed for a long time, but does not arouse the public’s concern until December 2010. This paper compares the school-bullying happened in December 2010 and March 2011 with which happened at other times, and finds that there are different reactions about school-bullying. And this paper also finds that although the sources of information are different, the social reactions are similar. Obviously, there are other elements that promoted social reaction. First, this paper uses discourse analysis to reveal the discourse in the war against school-bullying. Second, it surveys the social contexts and find the connection with discourse, for instance: the anxiety about public security especially in 2010, the anxiety and complaint about educational policy of parents and teachers, and the anxiety about juvenile delinquency. Members of the public vented their anxiety and complaint by criticizing bullies and policy, and they requested tougher policies. According to this study, the problems about the war against school-bullying remind us to consider the core of the matter and the social reaction.
Key words: anti-bullying, media event, social reaction
INTRODUCTION
School-bullying is a problem which has existed for a long time, but not began a big issue until December 2010. Fighting against school-bullying became the most important affair in Taiwan. People expressed their discontent about school-bullying on media, and internet users finding and attacking the bully through human flesh search engine. Furthermore, people marched in a group for requesting for more anti-bullying policies. The government also amended the rules and adopted new measures to maintain school safety, moreover, the Ministry of Education compared anti-bullying plan to Containment. But these acts have some doubts, for example, it will label students before confirming the facts.
In this paper, we find that there are different between media coverage and official investigations. In addition, most of the bullying statistics were unpublished, therefore, the public was difficult in getting a complete picture of the school-bullying in 2010. Moreover, compared the media events caused the war against school-bullying with which occurred before and after 2010, we could find that even though the incidents are similar or more serious, there are no equal reaction about school-bullying. This analysis shows that the war against school-bullying was not due to the particularly serious bullying in 2010. In order to find out the reason for the difference, this paper investigates how the media reported bullying incidents, and finds the relation between social reactions. Besides, because of the developing of the internet, the public could obtain information form bully without news media, but it seems that they also had similar reaction. Obviously, there are other factors that promoted social reaction.
METHODS
In order to find the elements, and identify the social meaning of the anti-bullying reaction, this paper uses discourse analysis to reveal the discourse in the war against school-bullying. Because that we will understand events according to other people’s description and the social conditions, and so as the media. Therefore, discourse cannot be abstracted from the social conditions. That is, we could understand the elements of the war against school-bullying.
DISCUSSION
First, this paper generalizes the discourse of anti-bullying from news media, the Government, the web-based discussions, etc. The discourse include: the emphasizing of the adolescents’ cruel figure, the criticism of educational issues, the suspicion about police and the policy, and the prediction about worse order. Sometimes discourse represented different points of view, and sometimes supported each other. From the discussions of anti-bullying, we can see the social meaning of discourse in the war against school-bullying, and understand what the public most concerned about.
Second, this paper surveys the events happened before the war against school-bullying, and find the relation between discourse and social contexts, for instance: the anxiety about public security especially in 2010, the anxiety and complaint about educational policy of parents and teachers, and the anxiety about juvenile delinquency. Members of the public vented their anxiety and complaint by criticizing bullies and policy, and they requested tougher policies.
CONCLUSION
According to this study, there were some advantage of the war against school-bullying, but also have doubts, for example, the war against school-bullying was just a reflection of the emotions, so that the public’s concern about school-bullying gradually vanished. Although now the public’s concern about school-bullying is not enthusiastic as the concern in December 2010, the changed attitude toward adolescents and the doubts remain. We probably could not recognize the core of the problem, but only anger, feel anxiety, attack those who need education but not exclusion, and ask more and more rules to solve problems until next problem attract our attention. It should be recognized that it will occur not only in anti-bullying issue but also in other social issues.
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