Reporting on the Bully Curriculum: Then, Now, Always

Introduction

Dennis Carlson’s (2017) The Bully Curriculum: Gender, Sexualities, and the New Authoritarian Populism in Education opens with a range of provocative terms (“suddenly” and “discovered”) and phrases (“epidemic of bullying”) which might suggest (or lead one to think) that bullying – in its many forms - is a new phenomenon (p. 337). In fact, readers might even be led to believe (and, for some, eager to believe) that bullying in schools is an emerging “epidemic”, not unlike opioids in city streets and quickly spreading diseases such as Ebola (Luxton, 2016) or the flu (Centers for Disease Control and Prevention, 2020).

Specifically, Carlson (2017), citing Wallace, writes that:

Though Carlson emphasizes the “epidemic” of bullying, this author believes the noted reporting is just as deserving of emphasis. Although dialogue focused on bullying in schools may be increasing (in the media and in both print and oral forms), the discussions are largely reactionary when considered in the context of bullying’s long and complicated existence (Koo, 2007). What is unique (and promising) about the current popular willingness to share, listen, and collectively address bullying which, as described by Carlson, is “primarily a performance of masculinity”, also has the potential to address other long-standing instances of “masculine dominance” (p. 338).

This article presents an argument in support of the broad adoption of a critical inquiry and anti-bullying discourse in online and face-to-face classroom spaces worldwide. While the author lives and works in the United States, the points raised herein are broadly applicable to classrooms – both online and face-to-face – worldwide. In particular, the article is meant to prompt and promote reflective thinking on the part of all educators, irrespective of the physical or virtual location of their classrooms.

Public Discourse And Awareness

Carlson’s (2017) work is important not only for its insights on bullying, per se, but also for its potential to both raise awareness of the power of public discourse and bring complex challenges such as bullying, gender discrimination, sexual harassment, and “masculine dominance”, more generally, to the forefront of our collective consciousness and attention. In particular, what appears different about current interactions with bullying in schools is not necessarily the behavior itself but rather a collective willingness and ability to talk about the topic of bullying as a tangible reality rather than an abstract theory. This willingness to raise issues for consideration (as well as the incredible power of technology to help writers share their experiences) are a source of immense potential for positive social change and one of Carlson’s most compelling contributions.

Senge et. al (2012), writing on dialogue and associated goals as a sustained collective inquiry in the everyday experience, state:

Dialogue helps “people learn how to think together” (2012, p. 116). Despite its power, dialogue (and its potential power for change), can be taken for granted (2012). However, to be effective and positively employed, dialogue must be nurtured and designed (2012).