Emotioned discourses in K-12 bullying cause, prevention, and response: the affective performativity of bully and victim
Bullying is a serious and exigent public health concern that affects millions of students in K-12 education every year. This thesis employs Critical Emotion Theory to reconceptualize bullying as a discursive issue of social justice, not merely behavioral. The first chapter outlines bullying as an affective issue. The second chapter analyzes ways that shame, disgust, and hate mechanize bullying. Chapter three traces discourses of empathy, pain and regret in public responses to four bullying incidents. Chapter four examines social-emotional learning (SEL) and federal programmatic prevention models, ...
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