[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-601008-105":59,"doc-detail-601008-en":131},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":124,"head_meta":126,"extra_data":128,"updated_unix":130},105,"en","bullying-and-interpersonal-conflict-from-a-dialogic-event-perspective","Bullying and interpersonal conflict from a “dialogic event” perspective","","Educators use class discussions of students’ lived “concrete situations” to help learners understand bullying in peer relationships, and to assess where bullying is present or absent. Observations and interviews from a private U.S. middle school reveal parallel discourse universes: teachers rely on abstract, Kant-like moral imperatives such as “feel good” and “do not bully,” which displace dialogic event-centered dialogue. Students instead express a Bakhtinian “being-as-event” discourse rooted in context and shared responsibility across ongoing dramatic events.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/bullying-and-interpersonal-conflict-from-a-dialogic-event-perspective/601008/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/bullying-and-interpersonal-conflict-from-a-dialogic-event-perspective/601008.png","ImageObject",300,407,{"name":92,"@type":93},"mieayamfan","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",12,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What classroom approach is described for addressing bullying?","Question",{"text":113,"@type":114},"The paper describes class meetings where students discuss “concrete situations” from their lived experience to help uncover whether bullying is present or absent among peers.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"How do teachers’ and students’ discourses differ in the analysis?",{"text":118,"@type":114},"Teachers’ discourse centers on abstract Kantian-like moral universal imperatives that guide students, while students’ discourse is characterized as Bakhtin’s “being-as-event,” highly contextualized and focused on shared responsibility in ongoing events.",{"name":120,"@type":111,"acceptedAnswer":121},"What does the paper identify as a key consequence of using abstract anti-bullying discourse?",{"text":122,"@type":114},"The text argues that the teachers’ discourse replaces students’ messy, unpredictable dialogically responsible event-filled discourse, which can arrest the possibility of meaningful and authoritative guidance to dialogic events.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},601008,1792161915,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":140,"language":141,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":67,"update_tm":145,"read_time":146},962090893677,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","ISSN: 2325-3290 (online)  \nBullying and interpersonal conflict from a “dialogic event”perspective   \nMark Philip Smith  \nKean University, USA  \nAbstract  \nThrough discussions in class meetings of “concrete situations” experienced by students in their lived experience in and out of the classroom, educators have been encouraged to guide students to understand how bullying applies to their lives, and to learn the degree to which bullying is present or absent in their relationships with their peers (Olweus, 1993). In observations of and interviews about the class meetings at a private, progressive U. S. middle school, student and teacher discourses in response to students’ interpersonal dynamics are found to exist within separate, parallel universes. The teachers’ discourse universe presumes that the lived experience of students can be understood through and guided by abstract, Kantian-like moral universal imperatives – specifically, the imperative to “feel good” and the imperative not to bully. These imperatives supplant dialogue on the events of students’ experiences toward a focus on who the students are becoming rather than who they are now. This discourse of “half-being” maps the students’experiences upon what is known, predictable, universal, unsurprising and imagined, and assumes that students are not fully responsible for their own or each other’s well-being. By contrast, the students’ discourse on their interpersonal dynamics is characterized by Bakhtin’s (1993) notion of “being-as-event” discourse, which is highly contextualized, unpredictable, and focuses upon everyone’s responsibility to ongoing dramatic and ontologically charged events (either immediate or recursive in nature). The students’ discursive universe is conducive to dialogue, whereas the teachers’discursive universe supplants the students’messy, unpredictable and dialogically responsible discourse, thus arresting the possibility for teachers and peers to provide meaningful and authoritative guidance to dialogic events. The reasons for teachers’ attraction to Kantian-like abstract moral universals as well as the consequences of the supplanting of students’ event-filled discourse with the discourse of bullying are discussed.  \nMark Philip Smith, [Ph.D. is](Ph.D. is) a full-time Lecturer in the School of English Studies at Kean University, currently working in the field of English as a Second Language. His interests include critical, dialogic authorial approaches to learning, including academic language learning and social studies education. He is particularly interested in addressing issues of interpersonal dynamics and bullying in K12 contexts from a Bakhtinian dialogic event perspective. He has also explored issues of academic integrity in university settings from a similar perspective. Mark is also interested in teachers’ valuation of dialogue in their classrooms, both as an espoused value and a value “in-action”(cf. Argyris & Schön, 1974) . He has explored what arrests and what affords pedagogical authorial dialogue in classroom settings. He is notably interested in the possibilities for authorial learning agency within informal “free-choice learning environments”(Falk & Dierking, 2000; 2002), and has had experience working within afterschool-based practicum settings for undergraduate teacher education in cultural diversity.  \n􀀡􀀡􀀢  \nDialogic Pedagogy: An International Online Journal | [https://dpj.pitt.edu](https://dpj.pitt.edu)  \n[DOI: 10.5195/dpj.2019.259 | Vol. 7](DOI: 10.5195/dpj.2019.259 | Vol. 7) (2019)  \nA101  \nBullying and interpersonal conflict from a “dialogic event” perspective  \nMark Philip Smith  \nIntroduction  \n“We will not bully other students; we will try to help students who are bullied; we will make a point to include students who are easily left out.” Such are the classroom rules discussed in the context of class meetings in the Olweus anti-bullying program, a program which has been undertaken in schools all over the world (Limber, Nati","cbCaihsMJGDtecKG","https://ap.wps.com/l/cbCaihsMJGDtecKG","pdf",2763968,42,"English","# Introduction\n## Classroom rules and anti-bullying program context\n## Problematizing anti-bullying discourse and moral universals\n## Kantian-inspired educational discourse and student development","[{\"question\":\"What classroom approach is described for addressing bullying?\",\"answer\":\"The paper describes class meetings where students discuss “concrete situations” from their lived experience to help uncover whether bullying is present or absent among peers.\"},{\"question\":\"How do teachers’ and students’ discourses differ in the analysis?\",\"answer\":\"Teachers’ discourse centers on abstract Kantian-like moral universal imperatives that guide students, while students’ discourse is characterized as Bakhtin’s “being-as-event,” highly contextualized and focused on shared responsibility in ongoing events.\"},{\"question\":\"What does the paper identify as a key consequence of using abstract anti-bullying discourse?\",\"answer\":\"The text argues that the teachers’ discourse replaces students’ messy, unpredictable dialogically responsible event-filled discourse, which can arrest the possibility of meaningful and authoritative guidance to dialogic events.\"}]","Bullying and interpersonal conflict from a “dialogic event” perspective | PDF",1792091794,106]