Monday, July 1

Social Bullying: Social Justice Calls Out Dodgeball


dodgeball

The Canadian Society for the Study of Education at the Congress of the Humanities and Social Sciences claimed that dodgeball teaches oppression and called it akin to legalized bullying. They argue that social justice demands the complete and total elimination of dodgeball.

The society added there is a hidden curriculum that encourages the “marginalization, powerlessness, and helplessness of those perceived as weaker individuals through the exercise of violence and dominance by those who are considered more powerful.” The legalized bullying argument kicks in as researchers say that the smaller, weaker children tend to be targets of stronger, more agile players.

The study proves how social justice bullies too. 

Sure, only a few embraced the study while most defended dodgeball as a life lesson. The novelty of the conversation died out because of the absurdity of it. Few people want to see dodgeball eliminated.

Take a minute to look a little deeper than dodgeball, however, and the story demonstrates something else too. It shows how progressives can employ analysis to further agendas using emotional blackmail — often arguing that the only solution to something that may be unfair to some is to make it unfair to everyone. The elimination of dodgeball, educational choice, private insurance, national borders, personal wealth, and economic opportunity.

As for those who disagree? They are quickly labeled as being very the bullies who likely benefit on the “marginalization, powerlessness, and helplessness of those perceived as weaker individuals."

A solution of inclusion seldom begins the promise of exclusion.

Some of the arguments against dodgeball often alluded to how schoolyard-picked teams were akin to stacking the deck, with the most athletic chosen before weaker players. What they miss is that the picking process ensures students all students have an equal chance of participation, with both teams consisting of players who are perceived to have better skills and those who do not. It's balanced.

Any solution beyond this somewhat uncomfortable selection process — one employed by most team selections during physical education class — is simple enough. Schools could always experiment with breaking classes into two groups. Athletic players in one. Less athletic players in the other.

If done correctly, those assigned to B teams could strive to join the A teams as their skill sets or strategies improve. Meanwhile, the A teams would probably enjoy the more challenging game.
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