The present article provides a study of the justice-related perceptions in educational settings by examining conflict issues. It is based upon the assertion that conflict experience may provide key to understand how justice functions in the classroom. This study aims to investigate what issues of injustice arise during teacher-student conflicts. What teacher treatments do students find unfair? What student actions are perceived as unfair by the teacher? This study is based on narratives of Lithuanian students and teachers. Sixty-eight students and thirty-one teachers participated. Respondents were asked to remember a conflict they experienced and answer several questions of the survey. Respondents reported that they experienced interactional injustice more frequently than they experienced distributive or procedural injustice. Also, both teachers and students reported conflict situations where two or even three types of justice had been violated. In terms of classroom practice, findings suggest that to avoid destructive conflicts, teachers should be aware of students’ understanding of justice.
Cyberbullying, which is a scourge within modern society, consists of assaulting and mistreating victims via new technologies, causing serious damage. In this study, we shall analyse the prevalence of cyberbullying according to gender, education centre, and academic year in two education centres of Spain. The sample was comprised of 227 Spanish primary and secondary school students. A non-experimental study, ex post facto, was conducted as a descriptive study by way of single measurement within a single group. The Cyberbullying Test has been adopted as the main instrument for the study. The statistical analysis was carried out by way of IBM software SPSS® 22.0. The internal reliability of the instruments used was analysed by means of Cronbach’s alpha coefficient. The results reveal that the cyberbullying conduct that is most perpetrated, suffered, and witnessed by adolescents is the sending of offensive and insulting messages, that girls are more often the victims, and that during early adolescence, the cases of cyberbullying increase with the age of the adolescents. We consider that humanistic education is the remedy for helping to reduce the cases of bullying and cyberbullying among adolescents.
The post-truth world is one in which the US President, in his first 100 days, reportedly misrepresented the truth almost 500 times. His administration has used phrases such as “alternative facts” and is known for “gaslighting” (the act of confusing and destabilizing an audience through persistent lying, misdirection, and contradiction). Much of this discourse has taken place on multi-billion-dollar social media platforms which profit from the spread of fake news and from which the illusion of a mass following is monetized, as the New York Times reported. This essay examines the issue of “post-truth” through two entertainment paradigms: a) reality entertainment, comprising citizen performance in news, social/new media, and reality television; and b) artistic performance in traditionally scripted drama. The aim is to compare the understanding and exploration of truth in both types of performance, linking the possibility of truth in drama to the ethical dimension of what is represented, and the level of critical freedom stemming from the dialogue created by the performance. Such “productive searches for truth” will be juxtaposed against the technological apparatus of modern dramatic forms in news, television, and online content, to establish how the loss of faith in truth is tied up in new trends of representation.