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ERIC Number: ED506560
Record Type: Non-Journal
Publication Date: 2009-Jan
Pages: 296
Abstractor: ERIC
ISBN: ISBN-978-0-521-87723-7
Confronting Cyber-Bullying: What Schools Need to Know to Control Misconduct and Avoid Legal Consequences
Shariff, Shaheen
Cambridge University Press
This book is directed to academics, educators, and government policy-makers who are concerned about addressing emerging cyber-bullying and anti-authority student expressions through the use of cell phone and Internet technologies. There is a current policy vacuum relating to the extent of educators' legal responsibilities to intervene when such expression takes place outside of school hours and school grounds on home computers and personal cell phones. Students, teachers, and school officials are often targets of such expression. The author analyzes government and school responses by reviewing positivist paradigms. Her review of a range of legal frameworks and judicial decisions from constitutional, human rights, child protection, and tort law perspectives redirects attention to legally substantive and pluralistic approaches that can help schools balance student free expression, supervision, safety, and learning. Contents include: (1) Cyber-misconduct: who is lord of the bullies?; (2) Profile of traditional and cyberbullying; (3) Cyber-libel or criminal harassment: when do kids cross the line?; (4) Student free expression: do the schoolhouse gates extend to cyber-space?; (5) Fostering positive school environments: physical and virtual; (6) Censoring cyberspace: can kids be controlled?; (7) The tragedy of the commons: lessons for cyberspace?; (8) Cyber-collaboration: models for critical legal pluralism in teacher education programs; and (9) Conclusion. (Contains 7 illustrations and 8 tables.)
Cambridge University Press. 32 Avenue of the Americas, New York, NY 10013. Tel: 845-353-7500; Fax: 845-353-4141; e-mail:; Web site:
Publication Type: Books; Information Analyses; Reports - Descriptive
Education Level: N/A
Audience: Teachers; Policymakers
Language: English
Sponsor: N/A
Authoring Institution: Cambridge Univ. (England).