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Multimodality and bullying – a social linguistic analysis
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| 6.95 MB | Adobe PDF |
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Resumo(s)
Given that "the intentional use, either effective or as a threat, of physical force or power, against oneself, another person, group or community, that might result, in all likelihood, in physical or emotional harm, death, development disorder or deprivation (HWO, 2002), frequently and systematically occurs in schools -aka bullying- and involves relationships of unequal power" (seixas, 2009), we intend to understand how children act in this context, taking as variable their gender" (Scott,1995). Considering the importance of promoting programs of pervention and strategies to address school violence, we chose a sociolinguistic analysis- multimodality (( Kress & Van Leeuwen (2006)-, with the intention of encouraging children to use a "written" enhancer for a greater freedom regarding the expression of feelings. The results of this study indicate a difference in attitudes between female and male children: i) the girls portrayed the types of bullying more than boys; ii) only girls portrayed the distress calls of the victim; iii) neither sex identified the females as potential aggressors; iv) regarding the relationship between the victim and the observer, the boys portrayed victims of both sexes, whereas the girls portrayed a higher percentage of people as victim of a male rather than a female agressor v) all girls portrayed the observer at a low angle; vi) all boys portrayed the observer at a high angle.
Descrição
Palavras-chave
gender bullying sociolinguistics multimodal writing
Contexto Educativo
Citação
Teixeira, M. (2012). Multimodality and bullying – a social linguistic analysis. In Human Rights and Violent Behaviour: The Social and educational Perspective – Internacional Conference Proceedings (pp. 229-244). Nicosia: UNESCO Chair in Gender Equality and Women’s Empowerment – University of Cyprus. ISBN: 978-9963-9980-1-2.
Editora
UNESCO Chair in Gender Equality and Women’s Empowerment– University of Cyprus