Author:
Shariff, Shaheen.
Imprint:London, N.Y. : Routledge, 2008.
Descriptionxix, 299 p. ; 24 cm.
Note:1. Cyberspace : battleground or opportunity? -- Battles in cyberspace -- Peer-to-peer cyber-bullying -- Anti-authority cyber-expression -- Raveger, Raveger. 2. Profile of traditional and cyber-bullying -- What is bullying? -- The etymology of bullying -- Bullying or teasing? -- General characteristics -- Perpetrators and targets -- Types of bullying -- Physical bullying -- Psychological bullying -- Changing roles -- Effects of bullying -- Bullying today -- Definitions of cyber-bullying -- Characteristics of cyber-bullying -- Anonymity -- An infinite audience -- Prevalent sexual and homophic harassment -- Permanence of expression -- MySpace, Facebook and YouTube -- Online social communication tools -- Online sexual discrimination -- Female victims -- Female perpetrators -- Male targets and perpetrators -- Intersecting forms of discrimination -- The international context. -- 3. A transnational snapshot -- Introduction -- Context and analysis -- Japan: Technology use: computers -- Technology use: mobile cellular phones -- Cyber-bullying among Japanese peers -- Cultural considerations -- Ijime and netto-ijime -- Gakko ura saito: mobile-bullying -- Ijime-jisatsu (suicide linked to ijime) -- South Korea -- Singapore -- China: Concerns about cyber-bullying -- Chinese cases related to cyber-bullying -- Thailand -- India -- United Kingdom: Access to the Internet -- Nature of Internet use -- Inequalities and the digital divide -- Education, learning and literacy -- Communication -- Participation -- Risks of online communication -- Regulating the Internet at home -- Happy slapping -- United States: Bullying happens more often offline -- Gender differences -- The online rumour mill -- Threats against older girls -- Modified photographs -- Racial differences -- Why teens engage in cyber-bullying -- Homophobia -- Canada: Adult perceptions -- Opinions about cyber-bullying -- Australia -- New Zealand -- Breaking news: US controversy: Mrs. Drew and Megan -- New law in Pakistan. -- 4. The role of gender : biological and environmental influences -- Introduction -- Socialization in the home -- The biology of bullying -- Environmental influences: Gender socialization in the home -- Female gender roles -- Male gender roles -- How media frames reality: Media framing of gender roles -- Cyber-news on girls -- Helpless online girls -- She brought it on herself -- Authority figures -- Clueless parents -- Heroic policemen -- Civil liberties for perpetrators. -- 5. Controlling kids' spaces -- Introduction -- Supervising kids' spaces -- confusing and disengaging children -- Enter the digital divide: Kids' perspectives-their own private space -- Adult mindsets and the digital disconnect -- Levelling the plane of authority and power -- Legal and policy responses: a few examples -- European Union -- Council of Europe -- Council of Europe draft convention on cyber crime -- European Commission (EU): Europe's information society: public consultation on safer Internet and online technologies for children -- Safer Internet plus programme -- Legislation in France -- British responses -- Don't suffer in silence web site -- Criminology perspectives -- Deleting Online Predators Act (2006H.R.5319DOPA) -- Educational use -- Library support for online education -- Canadian responses -- Conclusion. -- 6. Stakeholder power -- Introduction -- Knowledge control -- Influential stakeholders: Teachers and their unions -- Why the sudden urgency? -- A wall of defense -- School reputation or support of victims? -- Tacit condoning or peer-to-peer bullying -- Selection ... or censorship?Lost parenting opportunities: confuse massages-furious father -- Confused messages-concerned mother -- Parental prerogative in schools -- Special interest groups -- Government influence -- School boards -- Media as censor: Cyber-victims: good students who get caught -- Cyber-criminals: police a hero -- Media framing of global issues -- Courts as censors. -- 7. Balancing free expression : privacy and safety in cyberspace -- Introduction -- Legal frameworks -- Tort law -- Cyber-libel: Canadian context -- Cyber-libel: American context -- Negligence, supervision and malpractice: Tort law, supervision and risk -- Constitutional law: freedom of expression versus safety and privacy -- constitutional considerations -- Expression as "material and substantive disruption -- "Expression as "disruption of basic educational mission" -- Nexus: computers a school property -- Student expression off-campus -- Human and civil rights jurisprudence: school environment -- Summary: legal standards for schools. -- 8. Harmonious solutions -- Introduction -- Pragmatic and comprehensive solutions -- Legal literacy -- Practical solutions: online limitations -- Building proficiency at home -- Raising student awareness of censorship -- Critical legal literacy model for teacher education -- A concept map: positive school environments -- Levelling stakeholder hierarchies of power -- The stakeholder model -- Poisoned environment -- Identify the stakeholders -- Validate their claims -- Critically weigh each claim against the others -- School board claims -- School administer claims -- Teacher claims -- Parental claims -- Media priorities -- Minimal impairment of rights -- Conclusion.
Bibliography Note:Includes bibliographical references and index.
