ИСКУСТВА НАСТАВНИКА (СРПСКОГ КАО) СТРАНОГ ЈЕЗИКА СА ДИГИТАЛНИМ НАСИЉЕМ

Abstract

In parallel with the development of information technology, regardless of its primary purpose, public privacy policies are also evolving and opening numerous questions about what constitutes public space, private communication, personal attitudes, and who has the right to openly express their opinion on social media networks. The aim of this paper is to examine what is perceived as digital violence, and to explore the emotions and reactions caused by verbal aggression directed at teachers by students, parents, colleagues, or, most often, by unknown persons. This article, through an online survey and based on comments on language profiles, explores the experiences of foreign language teachers in Serbia who are themselves users of social networks and have experienced some form of violence in large numbers. Given the limited sample size, this qualitative study uses an interpretive phenomenological approach that relies on attribution theory, i.e., it explores the decisions, reactions, and actions teachers take in the wake of digital bullying. The findings of the study suggest that out of 30 teachers, more than 90% had indirect or immediate experience with verbal (digital) violence, most often involving the labeling of the teacher›s cognitive abilities. In the second part of the paper, which focuses on content analysis, i.e. comments on short videos that rely on the principle of obviousness, we find verbal aggression (hidden and direct), anonymity and disrespect for social conventions of the author