摘要
校园欺凌早已成为世界各国共同面临的社会问题,当前呈现出诸多新特性。由于其产生原因复杂,各种校园欺凌治理路径繁多但有效性不足。相较于其他治理措施,法律治理一般具有更强的约束力、可预期性以及长期性。由此,各国政府纷纷出台反校园欺凌的法规和政策。在联邦政府的反校园欺凌倡议下,美国50个州对联邦法中抽象的一般性规定进行补充解释,形成了联邦倡议、州立法和判例法相互补充的三维反校园欺凌法规体系。欺凌行为的属性界定和程度判定是否合理,关乎后续是否能够精准制定防治措施。根据奥维斯对欺凌行为三要素的界定,发现全美50个州有关反校园欺凌的立法对欺凌行为进行了详细定义,既有对欺凌行为的描述性定义,也有治理欺凌行为的操作性界定。在欺凌行为的程度判定上,各州重点对骚扰、恐吓和欺凌进行了区分,清晰界定了交罚金、判处分、受监禁三种惩罚方式的适用条件。美国各州在反校园欺凌立法中对欺凌行为的属性界定和程度判定,对完善我国反校园欺凌立法具有一定的借鉴价值。
general provisions in federal laws,forming a three-dimensional anti-school bullying legal system in which federal initiatives,state legislation and case law complement each other.Whether the attribute definition and degree judgment of bullying behavior are reasonable is related to whether the prevention measures can be formulated accurately in the future.According to Olweus's definition of the three elements of bullying,it's found that the anti-school bullying legislation of 50 states in the United States defines bullying in detail,including both descriptive definitions and operational definitions to control bullying.In judging the degree of bullying,each state focused on distinguishing between harassment,intimidation and bullying,and clearly defined the applicable conditions of three punishment methods:paying a fine,sentencing points and imprisonment.The definition of the attribute and degree of bullying in American states'anti-school bullying legislation have certain reference value for perfecting China's anti-school bullying legislation.
作者
王正青
岳川洋
WANG Zhengqing;YUE Chuanyang(Faculty of Education,Southwest University,Chongqing 400715,China)
出处
《外国教育研究》
CSSCI
北大核心
2023年第4期66-79,共14页
Studies in Foreign Education
基金
国家社科基金“十四五”规划2022年度教育学一般课题“大数据背景下高等教育监测评估的社会风险与治理策略研究”(课题批准号:BIA220083)。
关键词
美国
反校园欺凌
州立法
属性界定
程度判定
United States
anti-school bullying
state legislation
attribute definition
degree judgment
