Difference Between a Pop Culture Website and An Academic Paper Complete the worksheet attached with the article attached. Journal of Physical Education, Re

Difference Between a Pop Culture Website and An Academic Paper Complete the worksheet attached with the article attached. Journal of Physical Education, Recreation & Dance
ISSN: 0730-3084 (Print) 2168-3816 (Online) Journal homepage: https://www.tandfonline.com/loi/ujrd20
Bullying or a Means to an End?
Murray Mitchell
To cite this article: Murray Mitchell (2019) Bullying or a Means to an End?, Journal of Physical
Education, Recreation & Dance, 90:4, 5-6, DOI: 10.1080/07303084.2019.1574125
To link to this article: https://doi.org/10.1080/07303084.2019.1574125
Published online: 04 Apr 2019.
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Viewpoint
Bullying or a Means to an End?
Murray Mitchell
B
ullying has become a hot topic
in schools and in the workplace.
The concept can be hard to
define, but it usually includes “behavior
that threatens, intimidates, humiliates
or isolates people,” or “undermines
their reputation” (Farrington, 2010).
There may sometimes be a thin line of
distinction among bullying, paternalism,
parenting and teaching where “intent” is
a key factor — is the action taken for the
good of the recipient or simply because
the authority figure has power? I suspect
there is an eye-of-the-beholder dimension to this interpretation. In this viewpoint I hope to share a call for reflection
on our behaviors as teachers and teacher
educators.
For example, I am a parent, and the
words “Because I said so” have rolled off
of my lips countless times. My children
have also shared their recollection of an
expression on my face that they recognized as indicating they had arrived at
a line that they could choose to cross at
their peril. Are these examples of parenting or bullying?
In a more professionally related
example, I have used a power-laden approach in a class with preservice teachers
to illustrate the effect that intimidating
(or bullying?) language can have in an
education setting. I conduct a challenge called “The Almost Infinite Circle”
(Rohnke, 1984), which I usually call
“Handcuffs.” Students are divided up
in pairs and are given a challenge that
requires assistance for most to find the
solution. There is a “trick” to finding a
solution that is within the rules, but few
who have not been shown the solution
can solve the challenge without help.
I use this task to make several points
with preservice physical education
teachers. While seeking a solution, I have
intentionally used charged and intimidating language, such as “When you give
up, I will show one of you the solu-
Murray Mitchell
tion” or “If you quit, I will give you the
answer.” I know that the phrasing makes
many of the students feel weak or foolish
if they have to ask for help.
The point of the handcuff task is
to remind my preservice teachers that
the kinds of expressions I modeled
can cause their future students (and
athletes) to resist asking for help when
facing personal challenges that they
may not be able to resolve on their own.
An extension to this experience strikes
a little closer to home when I show one
partner how to solve the challenge.
I show the solution in such a way that
they will struggle to register exactly
what was shown. When they return to
their partner and cannot reproduce the
solution, the unenlightened partner
frequently belittles and criticizes the
one who was shown the solution. The
shoe is almost immediately on the other
foot when I show the second partner
the solution with the same result. Both
partners then have cause to reflect on
their own reactions to a peer’s struggle.
Have I created a situation with a valuable learning experience and outcome,
or am I bullying these students into
doing and seeing things my way?
As a teacher educator, I have often
pointed to the critical need to stay aware
of current best practices for teaching
and coaching. A negative example I have
often used with my students is the withholding of water from athletes when
working in the heat. The scenario I use
involves an athlete asking the coach for
water during a training drill. The coach
responds, “Sure. You and anyone else
who needs it can go for water. Just leave
your pads there after you get water and
you can leave my practice field.” The
rationalization offered by coaches was
typically that they were trying to teach
the athletes to be strong in the face of
adversity and to learn to overcome their
weaknesses. As we have since discovered,
this is actually a behavior with potentially deadly consequences. Coaches
and training staff aware of heat issues
stopped doing this kind of thing. Until
a recent death in Maryland occurred,
I thought this behavior had ended
entirely.
Should actions such as this be regarded as bullying, incompetence and a
reckless disregard for safety, or as sincere
and warranted efforts to build strength
of character? Because of the high-profile
nature of the actions taken by coaches in
major collegiate or professional athletics
programs, others will help in evaluating
those decisions and actions. For most
of the rest of us, personal reflection will
likely be the way to make decisions about
our own behaviors. As teachers and
teacher educators our actions may not
come under the same public scrutiny.
But what we do can have a significant
impact on those we teach.
An important question that warrants
attention is: just because someone is in a
position of power and can do something,
does it mean that the action is right? Does
might make right? Might, or bullying, can
be effective — but it may not be right with
respect to accomplishing an ultimately
JOPERD
5
Viewpoint
desirable outcome. When I ended discussions with my children about what they
could or could not do, could or could not
have, with a word or look that communicated the end of discussion, I accomplished my immediate goal. At the same
time I sacrificed opportunities for them to
understand the reasons behind any decisions that were made.
Was the temporary discomfort
I caused my preservice teachers in my
classes warranted, or another case of bullying? Were the intended messages about
their behavior toward their peers and,
ultimately, toward their future students
and athletes sufficient justification? Did
my means justify my intended end? I believe that we have an ethical and moral
responsibility to reflect on our own
behaviors. Perhaps some of the examples
that are all around us can be the source
for our own professional soul-searching
and not just triggers for throwing stones
at how others appear to be struggling
with that ongoing challenge. Would
those around me without power consider
my actions to be bullying or a justifiable and appropriate means to an end?
The enigmatic challenge of determining
whether or not the means we use are
ever an appropriate justification for the
ends we seek is not new.
Here are a few things we can do
periodically to foment self-reflection and
to make sure that the methods we choose
are achieving the desired and intended
outcomes:
•• Before: Ask peers, “Here is what
I’m trying to accomplish. Do you think
this approach could be abusive in any
way? Do you see another way I might
accomplish that goal?”
•• Before/During: Ask ourselves,
“What would it be like to be treated/
spoken to in that way by someone above
me?”
•• During/After: Ask our audience,
“Here is what I was trying to accomplish.
How did it feel for you to be spoken to/
treated in that way?”
In the educational arena we control
our students’ grades and potentially recommendations for future opportunities.
We live in a position of power. The ongoing test of our collective professionalism
is whether or not we willingly reflect on
our own behaviors. After all, if we do not
hold ourselves accountable, who will?
References
Farrington, E. L. (2010). Bullying on campus:
How to identify, prevent, resolve it. Women
in Higher Education, 19(3), 8–9. doi:10.1002/
whe.10027
Rhonke, K. E. (1984). Silver bullets: A guide to
initiative problems, adventure games, stunts
and trust activities. Hamilton, MA: Project
Adventure.
Murray Mitchell (mmitchel@mailbox.sc.
edu) is a professor in the Department of
Physical Education and senior associate
dean of the Graduate School at the University of South Carolina in Columbia, SC.
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Genre Literacies Analysis Worksheet
What role does this text (genre) play in your “community”?
Before answering the questions below, I want you to answer the above question. This will
act as a kind of introduction to this final analysis of your text as part of our genre studies.
We are looking at how this genre works in your field (economics, fashion, psychology,
criminal justice, chemistry, international politics, etc.). Rhetorical Genre Studies scholars
examine genre as typified social action. Again, what role does this text (genre) play in your
community, your industry? Does it promote the industry, help create industry discourse,
transform the community, initiate study, explain a project? Try to be specific with what you
think this actual text does in terms of a social event, a specific event in your community.
The more specific your answers are to all of these questions, the more successful is your
essay or exploration of this study.
For each, remember the genre with which you worked.
1.
Explain how important it is for a student to consider the particular audience in the writing of
this text. Who are the readers of this text and what is their role in this text? How should the
writer consider the hierarchy of audience and writer? This helps clarify the circumstances in
which this text is being written, the particular “situation.”
2. Explain how important it is for a student to consider the particular context in the writing of
this text. Why is a text like this being created? What is going on culturally or socially that
encourages this to be written/created? We can predict context by looking at a text like this,
just as we can predict a text by looking at its context (the set of circumstances surrounding).
3. Explain how important it is for a student to consider the particular content in the writing of
this text. Some argue that this kind of knowledge represents true genre literacy. If you are
teaching someone how to write your text, what would you describe as the kind of
appropriate topics and relevant details that need to be included? Please consider the
details here. How would you know if a text like yours is legitimate or if it is a “poser,” a weak
attempt at writing such a text? How does the content give the text (and writer) credibility?
4. Explain how important it is for a student to consider the particular values in the writing of
this text. This text represents your genre’s professional community. This relates to the
shared cultural values of readers and writers within a genre, the “ways of being in the world”
of particular groups or communities of readers and writers. What values can you identify
within that particular text? The values found in your text (genre) are the same as those
found amongst the people you represented in that field (screenwriters, make-up artists,
travel consultants, health professionals, football coaches, political advisors, child activists,
etc.).
5. Explain how important it is for a student to consider the awareness of intertextuality in the
writing of this text. Individual texts are influenced by previous experiences of all kinds, with
texts of the same genre and with texts and spoken discourses from outside the genre; these
references very often strengthen the text. What does your text draw from and/or depend on,
in terms of other texts and experiences in some related way? What outside sources support
your text? We’re talking about actual references to these people or ideas, as well as more
implicit influences. You saw these influences during student presentations. Inspirations,
definitions, illustrations, research, etc. Teach a writer how to become aware of this element
of your kind of text.
6. Explain how important it is for a student to understand your text’s conventions in the writing
of this text. This is critical. How would you tell them, specifically, how to organize, format,
etc.? What sort of parts or “moves” does your text make? This might be more structural.
How does someone build your text? Members of a community have come to expect certain
features that enable community members to read and write with confidence. What sort of
formal features do you observe?
7. Explain how important it is for a student to understand your text’s language or register in
the writing of this text. This is everything from the words used to the way sentences are
constructed. Imagine the difference between a pop-culture website and an academic paper.
If writers are not aware of that genre’s language “requirements,” they will sound off,
uninformed, perhaps illiterate. Please consider the language element of your text.

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