Modes of linguistically classifying verbal bullying expressions used in Kenyan secondary schools
Abstract
This paper examines modes of classifying verbal bullying expressions used in secondary schools in Kenya. The study sought to find out evidence of linguistic expressions used in verbal bullying and the forms they took by using Politeness theory; how the utterances affected the targeted students and especially if they violated the students’ rights on dignity and equal opportunity to quality education despite the child’s background. The study used a mixed methods design, where quantitative and qualitative methods were used to collect and analyze data. Purposive sampling was used to select the schools. The selected schools were stratified and categorized in two groups, that is mixed and pure girls’ and boys’ schools. Further stratification was done based on the type of school whether it was mixed boarding or mixed day school; boys’ boarding and girls’ boarding schools or whether it was a sub county, county, extra county or national school. Students were selected randomly from each class of school to form the population of the respondents. The students were interviewed to collect data. The collected data was subjected to analysis, findings were interpreted and the outcome presented in narratives. Both positive (accusations/criticisms, expressions of contempt or ridiculing, evaluations, insults, slanders or spreading rumors and challenges) and negative face threatening acts (interruptions or intrusion, reminders and issuing orders) were identified from the data as examples of verbal bullying expressions using Brown and Levinson’s politeness theory. The study established that verbal bullying expressions had great effects on the targeted. Some of the victims felt isolated from their affiliated groups, dejected, devalued, humiliated among others.
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