The Notion of Bullying Through the Lens of Foucault and Critical Theory

Abstract

Bullying is a high profile topic of discussion among educators, administrators, researchers, parents, and students. Empirical research on bullying and resulting intervention and prevention programs provide understandings of a specific set of behaviours of children that has come to be known as bullying. These understandings, and related programs and policies, are limited by an emphasis on individualization and behaviouralism. I advocate for a broader framework of understanding, one that also provides analyses on power relations of political, historical, and ideological contexts that give rise to environments in which bullying occurs. I discuss the application of Foucault's discursive analysis, in combination with critical theory, to enhance empirical conceptualizations of bullying.