In the video, Barbara notes that genocide events that have been experienced in many nations did not start in the battle fields, but in schools where children express different attitudes to their mates based on their social perceptions that are always not true. She narrates what happened in Germany, Rwanda, and Cambodia (From school yard bullying to genocide 2014). In fact, she states that different dehumanizing terms were applied to describe persons who others felt thought that they were not okay to live in societies in the mentioned nations. For example, they were referred to as cockroaches, bacteria, and dogs in Rwanda, and Armenia respectively. Due to the fact that bullying is not a conflict, it is a complicated issue that needs focused research to be analyzed in any community. The anti-bullying ambassador says that that the matter can be typified by three roles, which are “the bully, the target, and the bystander” (From school yard bullying to genocide 2014). Thus, when investigating the issue of bullying in schools, which greatly contributes to mass killing of people in many communities, it is critical to assess how children relate to each other. The most important research aspect is the ethnic composition of different institutions of learning for young learners. In most cases, schools are characterized by kids from various ethnic groups. The aspect could be utilized to understand how persons from one group relate with each other. For example, Barbara says that if one hears one kid call another a “slut” or “stupid,” among other social deviant terms, then this could be an indication that a high level of bullying is happening in that school. Some pupils could be followed to comprehend their social life away from school. When children from white families call those from black families call them “black,” it could imply that they despise them based on their skin color. Another illustration is when a child does not allow his or her mate to play together since she has a different body shape or weight. If an individual understands some of these prejudices that are held by many young learners, then social behavior changes can be applied to prevent genocide in societies (Gendron, Williams & Guerra, 2011).
Agents of socialization (family, teachers and school, and peers) have been shown to impact greatly the path to bullying in many communities. A family is a critical part of society that determines how young people behave in their adulthood. Peers or mates determine the extent to which persons can become responsible in the future. Additionally, teachers and schools can be critical to supporting or dissuading young learners from bullying each other. In the context of the family, if a parent watches a young person behaves toward a neighbor in a bully manner and does not take any action, then there is a high likelihood that the offender would be motivated to bully the same target and others in the future. If parents do not respect their workmates and neighbors based on their ethnic groups and their kids know about it, they start to bully their friends from various ethnic origins too (From school yard bullying to genocide 2014). In the event that teachers do not take disciplinary measures against students that bully others, they continue demonstrating this social behavior in many other contexts. Peers may learn from each other that they should bully each other due to the “fact they are different in many ways, for example, in terms of color, size and shape” (). If this goes on for a long period, it may result in genocide. The rationale for correlating the agents of socialization with bullying is that they play a critical role in shaping the social outcomes of societies around the world (Gendron et al., 2011).
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"Social Control And Criminal Deviance: Bullying".
- Barbara Coloroso. (Executive Producer). 2014. From school yard bullying to genocide [DVD]. TEDxCalgary. Retrieved from https://www.youtube.com
- Gendron, B. P., Williams, K. R., & Guerra, N. G. (2011). An analysis of bullying among students within schools: Estimating the effects of individual normative beliefs, self-esteem, and school climate. Journal of school violence, 10(2), 150-164.
