This chapter delves into TV bullies. For anyone who does not know, Glee is based on a group of "misfit" students who, together, form the Glee Club of their school. They are the target of various types of bullying, even from other adults in the building. This chapter focuses on Kurt Hummel (played by Chris Colfer) and Finn Hudson (played by the late Cory Monteith). Kurt's "gender performance" is feminine and is constantly harassed by his peers. In one episode, when entering the locker room, he is told the girls locker room is in a different location. In another episode, his own Glee club mate and supposed friend refuses to share a bedroom with him when their parents (Finn's mom and Kurt's dad) move in together. (see clip below) Although Finn Hudson is the star quarterback and is straight and follows most male gender "norms," he still a target for the bullies simply because on top of playing football, he also enjoys singing and dancing!
Gerald Walton argues that these instances should not just be grouped under the umbrella of "bullying." This type of harassment goes deeper, it is sexual harassment. He says, "Defining violence in terms of bullying rather than as sexual harassment plays a part in the commodification of this term," (193). This reminded me of the poem my group worked on yesterday in class, The History Teacher. In the poem, the teacher "sugar coated" the tragic historical events he was "teaching" his students. In a similar fashion, when we classify something so severe and SO specific as "bullying," it downplays the severity of the abuse.
Walton also talks about how "bullying" has now become a popular topic in society. There are MANY programs being sold to teach about bullying and cope with bullying and there are zero tolerance policies being put into action...all for a cost (and profit to the companies). Walton says that the problem with such programs is that they "focus on the management of the behavior." He continues by saying, "Educating school communities, including parents, about harassment based on perceived or actual sexual difference is crucial if we are to make serious gains on fostering safety in schools for queer students," (194).
Like many of the topics we discuss in class, Walton suggests we start having discussions we kids at a young age to help raise awareness...and normalcy!
On a personal note, (and also in response to the blog/chapter about kids growing up too fast), my daughter has already been told by a peer that being gay is "weird." My son said something about wanting to marry his cousin, Logan and her response was "that would make you gay...that's weird." It blows my mind that marrying their cousin was not "weird" but rather the fact that it was another boy! We had a little chat following that conversation when I tried to undo the damage that was already done - but I know that unfortunately, even at her young age, her peer's opinion is valued WAY more than mine!
I like how you connected it to the poem activity. I agree that too often we lump lots of issues into the "bullying category, but there is often more to it. Or on the other hand people call things "bullying" when it is just a difference of option.
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