THE ROLE OF SOCIAL SYSTEMS IN THE CONCEPTION AND PERPETUATION OF BULLYING CULTURE IN INDIA

Year 2021, , 69 - 82, 27.06.2021

Thseen Nazir , Liyana Thabassum

https://doi.org/10.35452/caless.2021.4

Abstract

The pervasiveness of bullying in schools is a major concern that needs to be addressed. Bullying culture involves a manifestation of the power dynamics seen in a particular society. Despite the significant amount of research conducted in this area, there is still a lack of literature pertaining to bullying culture in India, especially involving the victimization of children. Indian society feeds off on social inequalities perpetuated by differences in class, caste, or religion. This sets the stage for notable variations in power, and on this stage masquerades the bullies. India finds itself with a bullying culture at different organizational levels; from schools to big companies. Indian schools, which represents a microcosm of society, is a direct reflection of the power dynamics seen in society at large. A lack of research about bullying in Indian schools opens the door to a wider range of concerns that includes a lack of initiative taken by schools or parents to curb the onslaught of bullying. This paper seeks to throw light on how this is the case due to the misperceptions regarding bullying that society propagates. For example, children and adults are often confused as to what constitutes bullying because to them certain acts of bullying mirrors traditionally accepted forms of disciplinary actions taken against children. This paper reviews literature showing how children are often misguided about what bullying is and the role that societal, familial, or school structures play in perpetuating said misconceptions. Furthermore, the paper also provides examples of certain non-traditional forms of bullying that reflect the misguided perceptions that children have about bullying.

Keywords

Bullying, Victimization, Parental attitudes, Sexual bullying, Corporal punishment

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