Understanding adolescent bullying during school transition in Indonesian context: A sociocultural approach

Kurnia Y. Yulianti, Ed Baines, Panos Rentzelas
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Abstract

This study examines the context of adolescent bullying during school transitions in Indonesia. Following a sociocultural approach on bullying (Maunder & Crafter, 2018), we argue that bullying is a situational and contextually sensitive phenomenon that is contingent on students’ experiences with peers, and the responses of teachers, school, and society, including the educational system in Indonesia. Individual interviews were undertaken with teachers (N = 16) and paired interviews with students from Grade 7 and Grade 10 (N = 40). Preliminary analyses for this ongoing study reveal similarities and differences in teachers’ and students’ understanding of bullying based on school locations, grades, and gender. Potential implications of the research are discussed.
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理解印尼背景下学校过渡时期的青少年欺凌:一种社会文化方法
本研究考察了印度尼西亚学校转型期间青少年欺凌的背景。从社会文化角度看待欺凌行为(蒙德&安培;Crafter, 2018),我们认为欺凌是一种情境和背景敏感的现象,取决于学生与同龄人的经历,以及教师、学校和社会(包括印度尼西亚的教育系统)的反应。对教师进行了个别访谈(N = 16),对七年级和十年级的学生进行了配对访谈(N = 40)。这项正在进行的研究的初步分析揭示了教师和学生对基于学校地点、年级和性别的欺凌理解的异同。讨论了本研究的潜在意义。
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