A Feminist Reframing of Bullying and Harassment: Transforming Schools through Critical Pedagogy

This article aims to reformulate existing understandings of bullying behaviours in secondary schools, by applying a critical feminist lens to patterns of verbal and psychological harassment among students. Through this understanding, educators may better understand the causes of (hetero)sexist, transphobic, and homophobic behaviours. With a more complex awareness of these power relations, teachers, teacher educators, and educational leadership scholars will be offered critical approaches to help them transform the oppressive cultures of schools. UNE REFORMULATION FÉMINISTE DES NOTIONS D’INTIMIDATION ET DE HARCÈLEMENT : TRANSFORMER LES ÉCOLES GRÂCE À LA PÉDAGOGIE CRITIQUE RÉSUMÉ. Le présent article vise à reformuler la compréhension des actes d’intimidation dans les écoles secondaires en analysant sous un angle féministe critique les tendances au harcèlement psychologique et verbal chez les élèves. Grâce à cette nouvelle démarche, les éducateurs devraient mieux comprendre les éléments qui sont à l’origine des comportements sexistes, transphobes et homophobes. En étant davantage sensibilisés aux rapports de force qui existent, les enseignants, les éducateurs et les spécialistes en éducation disposeront de démarches critiques qui les aideront à transformer les tendances oppressives des écoles. The problem of gendered harassment in North American schools is persistent, prevalent, and commonly misunderstood. Many schools have been trying to combat violence and harassing behaviours by implementing blanket bullying policies that do little to address the underlying issues of the school climate and culture that allow these behaviours to persist (Shariff, 2003; Soutter & McKenzie, 2000; Walton, 2004). The long term impact on individuals targeted for harassment is well-documented and severe: lower academic performance, absenteeism, drug and alcohol abuse, and suicidal behaviours have all been linked to schoolyard bullying (Bond, Carlin, Thomas, Rubin, & Patton, 2001; Rigby & Slee, 1999; Sharp, 1995). Students who are targets MCGILL JOURNAL OF EDUCATION • VOL. 43 NO 1 WINTER 2008 33