How Hate Speech Complicates Our Understanding of Bullying, with Dr. Kevin Kumashiro

TUESDAY, JULY 24, 2018 – 11:00 AM-12:00 PM EST (10 AM CT/9 AM MT/ 8 AM PT)

Social media creates virtual spaces in which new forms of bullying arise (like cyber-bullying), and in which technology-mediated communication and expression affords new ways to harm others. Therefore, research on how speech can injure provides a fruitful lens for understanding, preventing, and healing from bullying by addressing not only the level of the individual bully but also the level of systems, discourses, and power relations. This webinar examines legal and rhetorical analyses of hate speech in the United States, particularly how it injures, and then extends that analysis to complicate our understanding of the nature of bullying.

Dr. Kevin Kumashiro is an internationally recognized expert on educational policy, school reform, teacher preparation, and educational equity and social justice, with a wide-ranging list of accomplishments and awards as a scholar, educator, leader, and advocate. Dr. Kumashiro is the former Dean of the School of Education at the University of San Francisco (2013-2017). He previously served as Chair of Educational Policy Studies, interim Co-Director of the Institute for Research on Race and Public Policy, and Director of the AANAPISI (Asian American and Native American Pacific Islander Serving Institution) Initiative at the University of Illinois at Chicago.


TUESDAY, SEPTEMBER 18, 2018 NOON – 1:00 PM ET (11 AM CT/ 10 AM MT/ 9 AM PT)



The prevalence of bullying – which affects roughly one in five students – underscores the importance of studying its underlying factors. Research has found that children who bully often lack empathy for their peers and endorse egocentric thinking to a higher degree than do victims and bystanders of bullying. Participation in bullying may also reflect the types of intelligence that children possess. Of the seven commonly accepted types, intrapersonal intelligence and interpersonal intelligence have received attention for their potential connection to bullying. Intrapersonal intelligence describes the ability to understand the self, including one’s inner feelings, strengths and weaknesses. Conversely, individuals with interpersonal intelligence excel in relating to others, a result of their ability to understand their peers’ moods, motivations and intention.

Dr. Susan Swearer is the Willa Cather Professor of School Psychology at the University of Nebraska – Lincoln and is a licensed psychologist in the Counseling and School Psychology Clinic at UNL. Over the past two decades, she has developed and implemented a data-based decision-making model for responding to bullying among school-aged youth and has conducted school staff trainings to establish cost-effective and data-based strategies to reduce bullying behaviors. She is the co-author of “Bullying Prevention and Intervention: Realistic Strategies for Schools” (2009) and co-editor of the books “Handbook of Bullying in Schools: An International Perspective” (2010) and “Bullying in North American Schools, 2nd edition” (2011). Her current research projects include the implementation of a cognitive-behavioral intervention for youth who bully others; factors that influence the development of kindness and bravery as an inoculation against bullying; using participatory action research to change local norms related to bullying; and other studies that can be found at the Empowerment Initiative.


TUE, OCT 9, 2018 10:00 AM – 11:00 AM EDT

This webinar will discuss issues around comparing bullying in different cultures. What cross-national studies and surveys have been done? What issues are involved in interpreting the findings? How similar are terms in other languages to the English word ‘bullying’? Is the phenomenon very similar, or substantially different, in different societies?

Peter Smith is Emeritus Professor at the Department of Psychology, Goldsmiths, University of London, U.K. He is author of Understanding School Bullying: Its Nature and Prevention Strategies (Sage, 2014), and co-editor of School Bullying in Different Cultures: Eastern and Western Perspectives (with Keumjoo Kwak and Yuichi Toda) (Cambridge University Press, 2016). In 2015 he was awarded the William Thierry Preyer award for Excellence in Research on Human Development, by the European Society for Developmental Psychology. He is currently part of a project Comparative study of cyberbullying in Qatar and the UK: risk factors, impact on health and solutions, financed by the Qatar National Research Fund (2013-2016).


JAN 9, 2019 9:00-10:00 AM EST

Bullying implies an experience of vulnerability and insecurity, not only for victims but for the whole community. Psychological safety can counteract the negative effects for victims, but can also promote active anti-bullying behaviors among peers. The webinar will address these issues from a theoretical perspective, but also sharing recent evidence supporting the crucial role of fostering psychologically secure school environments.

Christian Berger, PhD, is an Associate professor at the Pontificia Universidad Católica de Chile, where he serves as the Director of the Doctoral Program in Psychology. His research interests focus around peer relations, in particular how social status and aggressive and prosocial behaviors are part of the adolescent peer culture. He also focuses on how contexts affect the development of positive or negative interpersonal relationships. More broadly, he studies peer ecologies and school environments, and protective factors to prevent school violence and to promote a nurturing school social climate.


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