In this book, the author proposes the existence of a continuum of aggressive marginalisation phenomena, ranging from the unfortunately commonplace experiences of prejudice, discrimination and bullying behaviour, through to genocide. Attempts made by researchers and practitioners to understand, counter and prevent bullying behaviour are reviewed. A key finding has been that the success that has been accrued has been limited, especially when the case of those who belong to so-called ‘minority’ groups (who are often the target of prejudice outside of the school gates) is considered; it is suggested that future anti-bullying actions should meaningfully engage with prejudice as an underlying factor. After a critical consideration of the various psychological understandings of aggression, aggressive behaviour and marginalisation has been made, the author goes on to introduce and assess an eight-stage model of physical genocide, based primarily on insights from social cognitive psychology, and exemplified in the history of the Lakota-Cheyenne Campaign (1864–1890). This is followed by a consideration of the cultural genocide levelled against indigenous peoples (exemplified in the Sami people in Norway, and indigenous peoples of North America), as implemented through the actions of educational systems and educators. The book ends with some suggestions being made regarding our potential to address the ‘One’ and ‘Other’ mindset that is proposed as underlying the continuum of aggressive marginalisation phenomena – through the psychological understandings that we can offer, the educational practice that we can provide, and in the conscious acts of the affirmation of humanity we can make in our individual and collective choices.
Stephen James Minton is a lecturer in the psychology of education at the School of Education, Trinity College Dublin, Ireland. He has extensive experience in the fields of anti-bullying research and practice, and is interested in the histories and psychosocial situations, and especially the educational experiences, of marginalised people and groups.
สารบัญ
Acknowledgements; Introduction; Aggression and Marginalisation in Educational Systems: The Case of Bullying in School Communities; Introduction; Research into School Bullying; Traditional Interventions against School Bullying; The Bullying of ‘Minority’ Groups: Attending to Prejudice and Marginalisation; Other Directions in Preventing and Dealing with Bullying in School Communities; Concluding Points: School Bullying and Marginalisation Reconsidered; How and Why Do Aggression and Marginalisation Occur? Psychological Considerations; Introduction; Psychological Understandings of Aggression; Marginalisation; Conclusions; Psychology, Social Cognition and Physical Genocide; Introduction; In-grouping/Out-grouping; Construction of an Aspirational National Weltanschauung that Excludes the ‘Other’; Positioning of the ‘Other’ as ‘Gegentypen’; Dehumanisation of the ‘Other’; Deindividuation of the ‘One’; Vilification of Resistance; Mechanisation of Means of Destruction; Ongoing Denial and Mystification; Concluding Points: Psychology, Social Cognition and Physical Genocide Reconsidered; Educational Systems and Cultural Genocide; Introduction; The Concept of Cultural Genocide; Case Study I: ‘Norwegianisation’ and the Sami People; Case Study II: Indian Boarding Schools in the United States; Concluding Points: Some Preliminary Thoughts on the Possibilities for Understanding, ‘Reconciliation’ and Prevention; What Can be Done? Some Ideas Regarding the Humanisation of Psychological and Educational Practice; Some Starting Problems; Some Thoughts on Humanising Psychology and Psychological Practice; Educational Practice: Some Thoughts on Addressing Certain Issues of Legacy; Concluding Points: Reaffirming Humanity through Individual and
Collective Choices; References; Index.
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