Fri, Mar 11, 2011 - Page 8 News List

Dealing with bullying long-term

By Huang Tsung-huei 黃宗慧

Elementary and junior high school kids have been back at school for almost a month now. The first week back coincided with a Ministry of Education anti-bullying initiative called “Friendly School Campus Week.” Although the initiative ended on the last day of that first week, the image of the Taipei mayor clad in pink teaching staff and students as part of the promotion burned into my memory.

A “Bullying Stops Here” event was announced at precisely -08:08am — a clever little marketing symbolism born of the fact that, in Chinese, that time sounds the same as the Chinese for “zero bullying,” or at least the “new” word for it currently in vogue in Taiwan. The question is, was this just for show, or does it come from a sincere resolve to end bullying?

Brightly colored logos and flowery sounding slogans do indeed succeed in drawing people’s attention to an issue. This is not the first time specific meanings or import have been associated with particular colors or symbols in the interests of advocating a given standpoint or idea.

When celebrities appear in public wearing pink or red ribbons, you know that a new campaign to fight breast cancer or AIDS is underway. Then there are the rainbow flags, ubiquitous at gay pride marches, keeping alive the idea that the six colors, linked to the tragic assassinations of San Francisco Mayor George Moscone and the openly gay San Francisco Supervisor Harvey Milk, have come to be associated with gay pride.

Neither did the idea of the pink theme spring fully-formed from the brain of a Taipei City government official. It was inspired by Pink Shirt Day events, similarly aimed at stamping out bullying, initiated in Canada. The idea started when a Canadian student was picked on for wearing a pink shirt. Two fellow students decided to do something about it, buying 50 pink tank-tops and distributing them at school the next day. They got other students to wear the tank tops to show their solidarity with the bullied child, and it worked: The bullies realized what they were up against and melted into the background.

This success inspired other countries, the UK and New Zealand included, to follow suit, and the association of the pink shirt with the condemnation of bullying was established. We know from past experience that males who do not conform to the gender stereotype — those who wear pink or act in ways considered to be effeminate — have often been singled out as legitimate targets for prejudice or intimidation. Seen in this light the anti-bullying campaign does have ideological and educational value, and the fact that the government is leading the way, and that celebrities are getting involved, may well go some way to creating a more pleasant social environment.

We should note, however, that if we are to adopt wholesale the chosen color and associations of an anti-bullying movement from other countries, we have to do more than simply establish a link between the two, or directly equate the color pink with the fight against bullying. This somewhat reductionist approach retards the development of the more sophisticated narrative needed for us to deal with the problem of bullying in the context of our own schools.

The underlying reasons for the problem are both complex and diverse. An educational system which focuses on academic achievement and embraces the dichotomy of individuals as either “good” or “bad” students, unjust prejudices based on a student’s social class or how wealthy their parents are, and the sight of adults failing to stand up for what is right, and thereby providing poor role models for the young, are all contributing factors, however unrelated they may at first seem. They all need to be addressed.

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