学校欺凌与边缘化：协调范式

English | 326 pages | Springer; 1st ed. 2021 edition (January 13, 2022) | 9811676755 | EPUB | 7 Mb

This book addresses, and seeks to harmonise, different paradigms for understanding school bullying. It sets out to examine two paradigms for conceptualising bullying, and the worldviews that underpin them. It uses a complex systems perspective to bring the two paradigms together in a holistic fashion. By doing so, it creates an integrated framework for conceptualising the many individual, relational and societal factors that are in dynamic interaction and play a part in promoting or reducing school bullying.

This book draws upon a number of disciplines by way of background, including evolutionary, child development and social psychological theories of group behaviour and identity. It proposes that the human need for belonging is central to understanding bullying, and situates the topic within an understanding of gender and children’s human rights, bringing philosophical and moral perspectives to bear. It discusses practical ways forward, presents a systemic approach to bullying and application of complex adaptive systems methods to bullying research and evaluation. It serves as an introduction to such methods and suggests further creative ideas for policy, intervention practice, and teacher education about bullying.

英文| 326页|施普林格；2021年第1版（2022年1月13日）|9811676755|EPUB | 7 Mb 这本书探讨并试图协调理解学校欺凌的不同范式。它着手研究将欺凌概念化的两种范式，以及支撑它们的世界观。它使用复杂系统的视角，以整体的方式将这两种范式结合在一起。通过这样做，它创建了一个综合框架，用于概念化许多处于动态互动中的个人、关系和社会因素，这些因素在促进或减少学校欺凌方面发挥了作用。 这本书通过背景借鉴了许多学科，包括进化论、儿童发展和群体行为和身份的社会心理学理论。它提出，人类对归属感的需求是理解欺凌的核心，并将这一主题置于对性别和儿童人权的理解中，带来了哲学和道德的视角

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