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1.
Threats or harassment related to the enforcement of gender norms remain largely unchallenged in many schools. Possibilities for meaningful interventions have been undermined by an over-reliance on individual, psycho-pathologised understandings of ‘bullying’ and a reluctance to examine contextual and socio-cultural mechanisms of power. Poststructural feminist approaches offer an alternative view of gendered violence and its responses—one that focuses on the meanings that individuals and groups constitute through discourse around gender, violence and ‘bullying’. This article examines focus group data from teachers and students from one Australian school that experienced a significant event of gendered violence referred to as ‘Kick a slut in the head day’. Results demonstrate that participants minimised or dismissed the ‘seriousness’ of this event through employing particular ‘discursive manoeuvres’ drawn from hegemonic discourses of ‘bullying’. Teachers utilised essentialist discourses to illustrate that the incident was ‘not bullying’, while students suggested that it was a ‘joke’ or that the girl/s were deserving of the treatment. These findings suggest that ‘discursive manoeuvres’ are a helpful indicator for understanding contextual resistance to addressing gendered violence.  相似文献   

2.
Since the 1990s the educational community has witnessed a proliferation of ‘bullying’ discourses, primarily within the field of educational developmental social psychology. Drawing on ethnographic and qualitative interview data of primary and secondary school girls and boys, this article argues that the discourse ‘bullying’ operates to simplify and individualise complex gendered/classed/sexualised/racialised power relations embedded in children's school‐based cultures. Using a feminist post‐structural approach, this article critically traces the discursive production of how the signifiers ‘bully’ and ‘victim’ are implicated in the ‘normative cruelties’ of performing and policing ‘intelligible’ heteronormative masculinities and femininities. It shows how these everyday gender performances are frequently passed over by staff and pupils as ‘natural’. The analysis also illustrates how bully discourses operate in complex racialised and classed ways that mark children out as either gender deviants, or as not adequately performing normative ideals of masculinity and femininity. In conclusion, it is argued that bully discourses offer few symbolic resources and/or practical tools for addressing and coping with everyday school‐based gender violence, and some new research directions are suggested.  相似文献   

3.
Resilience is associated with bouncing back from adversity, and the term currently enjoys significant popular appeal. However, understanding of resilience is often superficial. The current paper examined 105 primary and high school students’ experiences of resilience and bullying, and considered resilience as a hierarchical factorial model. The study found that higher levels of resilience subfactors were a protective factor regarding depression and anxiety; that individuals with poorer resilience were more likely to engage in bullying behaviors; that individuals with poorer levels of resilience were more likely to be victims of bullying; and, that gender did not appear to be a major variable regarding resilience and bullying. These findings suggest that resilience interventions that focus on improving specific resilience elements including optimism, trust, tolerance, sensitivity, and impairment may be more efficacious than interventions focused on other resilience elements.  相似文献   

4.
Despite a vast amount of research into school bullying and the widespread implementation of anti-bullying policies and programs, large numbers of students continue to report that they are routinely subjected to bullying by their peers. In this theoretical article, I argue that part of the problem is that there has been a lack of critical discussion of the theoretical foundations upon which such studies are based. Drawing on recent theoretical contributions within the field of school bullying, the work of anthropologist James C. Scott, and the work of philosophers Michel Foucault and Giorgio Agamben, I take particular issue with the notion of power that has long been a foundational pillar of bullying definitions. Utilizing a Foucauldian understanding of power, I argue that rather than focusing on the power imbalance involved in bullying relations, focus instead needs to shift onto the role that bullying plays in power relations. Reimagining Agamben’s figure of homo sacer as a victim of school bullying, I consider the ways in which some individuals are reduced to bare life and forced into a state of exception whereby social laws are no longer deemed applicable. The article concludes with a discussion of how this state of exception might be challenged.  相似文献   

5.
This article explores the subject of parents with respect to children’s bullying at school. The overarching claim is that parental agency and positions on children’s bullying at school are produced and made possible by an apparatus of multiple, concurrent forces that provide poor conditions for a constructive partnership between parents and schools in cases of bullying. This research adds to the existing literature in the field by suggesting that the connections between schools, parents and their children’s social behaviour at school must be seen as complexly entangled and involving a range of forces at local, societal and political levels. Furthermore, based on an emergent research design, the article contributes to the discussion of post-qualitative research, drawing upon varied, qualitative empirical material and analytically experimenting with combining Adele Clarke’s idea of situational analysis and Karen Barad’s concepts of intra-action and apparatus.  相似文献   

6.
School bullying attracts significant research and resources globally, yet critical questions are being raised about the long-term impact of these efforts. There is a disconnect between young people's perspectives and the long-established psychology-based technical definitions of school bullying dominating practice and policy in Australia. This dominant paradigm has recently been described as the first paradigm of school bullying. In contrast, this paper explores the potential for reorienting school bullying research towards the concerns of young people and away from adult-derived technical definitions. Borrowing from paradigm two, which emphasises the social, cultural and philosophical (among others) elements of school bullying, in this paper, I approach bullying under the broad banner of ‘social violence’. This approach addresses some of the inherent limitations of the first paradigm to conceptualise social and cultural dynamics. I argue that a ‘social violence’ approach reveals that the exclusionary effects of the social phenomenon of youth continue to be overlooked. Furthermore, the term ‘violence’ in bullying research could benefit from integrating contemporary sociological insights on this phenomenon. This paper draws on qualitative insights from a small group of young people in secondary schooling in South Australia gained through prolonged listening to peer conversations in a series of focus groups. In addition, 1:1 interviews were conducted pre and post the focus group series. I argue that these participants' insights reveal the exclusionary effects of youth and the employment of bullying to trivialise young people's experiences and concern for harm. There is a need to reprioritise young people's knowledge in school bullying research and the exclusionary effects of youth alongside other social forces.  相似文献   

7.
This article draws on data from an ethnographic case study that examined how pupils’ gendered identities are constructed in one rural secondary school in Scotland. We utilise the work of Michel Foucault and Judith Butler to provide theoretical insight into how and why pupils take up particular gendered positions in school, focusing on the influence of teacher–pupil interactions. The findings suggest that some teachers reinforce traditional constructs of masculinities and femininities, and fail to disrupt boys’ views of girls as objects of desire. Teachers are also seen to reinforce gender stereotypes in their understandings of the rural landscape as an exclusive site for constructing masculine identities. We claim that this potentially limits pupils’ educational experiences. We conclude by suggesting that there is a need for teachers to develop deeper, more sophisticated understandings of gender, an area currently neglected in Scottish educational policy and teacher education programmes.  相似文献   

8.
Although boys too are involved in relational aggression, their experiences are overshadowed by the focus on relational aggression among girls. This paradox mirrors the empirical puzzle that forms the starting point for this article: while teachers saw relational aggression as a ‘girl problem’, we found a vast undercurrent of relational aggression among boys. Drawing on ethnographic fieldwork and interviews with staff and students in Norwegian schools, we ask how boys’ relational aggression can be left unnoticed by school staff. We demonstrate that there is a gap between the experiences boys have of being victims of relational aggression and their expression of this, in terms of both their inability to talk about it and its undramatic form. We argue that this represents a blind spot for school staff and for the boys themselves, and suggest that gendered knowledge production contributes to reproducing the invisibility of relational aggression among boys.  相似文献   

9.
Drawing on longitudinal, qualitative research into girls’ participation in physical activity and sport in the UK, this article will explore girls’ embodied constructions of ‘healthy’ identities. My research with girls (aged 10–13) found that over the transition to secondary school, classed and gendered healthism discourses had come to powerfully frame girls’ sports participation by condoning the achievement of slender embodied femininities through physical activity. The findings suggest that while neoliberal indictments of self-care through physical activity can usefully frame girls’ individual ‘body projects’, these discourses also contribute to a hierarchisation of bodies within physical activity settings and to increasingly narrow standards of acceptable bodies able to take part in physical activity. Within the article, I consider how healthism discourses both regulate and are resisted by the girls as they work to construct physical identities within their school settings.  相似文献   

10.
This article critically considers the discourse on school bullying through the conceptual framework of lenses and argues that a macro lens has been utilised by school bullying researchers to bring into focus the characteristics of the individuals involved and the types of actions used. By considering earlier understandings of bullying, the article illustrates how this macro lens has become a metalens through which school bullying is understood. This has had implications for how bullying is understood and addressed, as well as for how vast numbers of school-aged children are perceived and treated. The article argues that the macro lens needs to be replaced with a wide-angle lens, so as to bring the social, institutional and societal contexts into view.  相似文献   

11.
This small-scale research examined young children’s, aged six to seven (n = 8), perceptions and understanding of bullying in Irish primary schools. It also included the views of the children’s parents (n = 8) and teachers (n = 2) on bullying. The participants’ views were obtained through semi-structured interviews which were analysed using the constant comparative method as per grounded theory approach. The results revealed the complexity of young children’s interactions in school and the difficulty that the adults around them have in accurately defining and addressing bullying behaviour. The data indicate the need for parents and teachers to listen attentively and sensitively to children’s accounts of bullying and to provide consistent advice on how to address bullying.  相似文献   

12.
Bullying in schools is an international problem impacting negatively on children’s well-being. Children’s drawings can provide an insight into their emotional states. There is little published literature that uses children’s drawings to gain better understandings of the nature and impact of bullying. We report two studies using indicators of emotional distress to examine Australian primary school children’s drawings about bullying. In Study One, children’s drawings were examined using indicators of size, detail and line heaviness in terms of gender and developmental trends. The analysis showed no main differences for gender, however, there were clear developmental aspects to children’s depictions of school bullying. In Study Two, children’s self-reported victimisation was associated with the degree of detail and the relative distance between the protagonists represented in the drawings. The studies suggest that drawings could be used to counsel young people and help remediate the effects of bullying.  相似文献   

13.
Bullying is a serious problem that affects the young children’s well being. Early childhood educators find it difficult to manage bullying in the classroom. Preschool is the first environment outside of the home setting where children encounter difficulties when they socially interact with their peers. Based on the principles of protecting and establishing a safe environment for all children, the purpose of this review is to present current empirical evidence about the nature and distinctive facet of bullying among preschool children. It defines both the concept of traditional school bullying and bullying in early childhood education, describes the social context of young children’s bullying, differentiates between bullies and victims in early childhood education, discusses the young children’s interpretations of bullying, describes the young children’s functions in bullying, and provides a rationale for the use of bully prevention programs for young children.  相似文献   

14.
This research explored 10 young female Shi’i Muslim Arabic-Canadian students’ experiences associated with wearing the Hijab (headscarf) within their home, community, and predominantly White Canadian public elementary school environments. The in-depth case study sought to address the dearth of information about Shi’is’ experiences in schools through methodological strategies comprising 10 semi-structured interviews, two focus-group meetings and field notes. This qualitative study provides a transdisciplinary approach based on Phelan, Davidson, and Cao Yu’s social-world model encompassing religious, gendered, social, cultural and political differences that create social boundaries in study participants’ home, community and school environments. Specifically, this article focuses on participants’ school experiences and their strategies for preserving their religious identities. Research findings shed light on the interrelatedness of internal and external diversity within participants’ social worlds, the moral values of religious ritual stories, and the important role of contextualized curriculum in fostering equity and social justice.  相似文献   

15.
ABSTRACT

This paper examines lesbian and gay teachers’ identities and experiences in schools in the context of school policies relating to homophobia and to sex and sexuality education. Drawing on semi-structured interviews with 12 lesbian and gay teachers working in English and Welsh schools, and using the concept of ‘policy enactment’, I analyse the ways in which school policies around homo/bi/transphobic bullying and sex/uality education and their enactment are perceived by lesbian and gay teachers. The article examines teachers’ personal experiences in relation to sexuality in school, and then broadens out into related issues for pupils and a discussion of the varied approaches to sex and relationships education in the schools. I argue that the enactment of these policies is not straightforward, and that they could be better supported by a more inclusive and comprehensive sexuality education curriculum.  相似文献   

16.
This article deals with experiences from an action learning project against bullying and degrading treatment among nine Swedish preschools. Even though definitions of bullying and degrading treatment tend to lead to thoughts of school-age children rather than preschoolers, previous research shows that bullying occurs in preschool as well. Our data consist of documentation of improvement work carried out in the preschools that were analysed from both a peer culture perspective and a school improvement perspective. Our main results show that the preschools, by identifying challenges and actions anchored in the local context, ‘hit the target’ in their work against bullying and degrading treatment in the preschools. However, the children and their perspectives were rarely taken into account in the improvement work, which we consider as ‘missing the point’. Didactic implications for further preschool action learning projects are discussed.  相似文献   

17.
Bullying is grounded in the interactions between an individual and complex social–ecological systems. Therefore, bullying involvement is not just confined to the classroom or school. Recent research suggests that sibling aggression may be a predictor for peer-level aggression. These findings may be more relevant for students with disabilities because studies suggest that students with disabilities are disproportionately involved in the bullying dynamic. Therefore, this study explored the intersection between sibling aggression and school belonging on bullying, victimisation and fighting for 14,508 students, including 1183 students with disabilities and 13,325 students without disabilities in grades 6 through 12. As hypothesised, students with disabilities reported higher levels of victimisation, bullying and fighting. Additionally, high levels of school belonging partially buffered fighting and bullying behaviours for students with and without disabilities. These findings demonstrate the importance of establishing an inclusive and safe environment for school-aged youth.  相似文献   

18.
This study examined 307 elementary school children’s judgements and reasoning about bullying and other repeated transgressions when school rules regulating these transgressions have been removed in hypothetical school situations. As expected, children judged bullying (repeated moral transgressions) as wrong independently of rules and as more wrong than all the other repeated transgressions. They justified their judgement in terms of harm that the actions caused. Moreover, whereas children tended to judge repeated structuring transgressions as wrong independently of rules (but to a lesser degree than when they evaluated bullying) and justified their judgements in terms of the disruptive, obstructive or disturbing effects that the actions caused, they tended to accept repeated etiquette transgressions by arguing that the acts had no negative effects or simply that the rule had been removed. The findings confirm as well as extend previous social-cognitive domain research on children’s socio-moral reasoning.  相似文献   

19.
This article relates a study of AIDS education in Uganda which used an ethnography of school culture to explore the contradictions in curriculum intervention. The school was found to be a site of an extensive set of gendered practices which constituted a risk in themselves in terms of sexual health. Four forms of control are examined in this article: hegemonic masculinity, gendered discipline patterns, sexual harassment and 'compulsory' heterosexuality. Male domination and power imbalances in the school encouraged attitudes and practices with regard to sexual relationships which negated the official messages of the AIDS curriculum.  相似文献   

20.
In this article, I explore men’s educational experiences and aspirations in the context of UK policy discourses of widening participation and migration. Critiquing discourses that oversimplify gendered access to higher education, I develop an analysis of the impact of masculine subjectivities on processes of subjective construction in relation to be(com)ing a university student. Neoliberalism and self‐regulation emerge as significant themes by which the men make sense of their educational experiences and aspirations. Widening participation policy discursively constructs the subject as ‘disadvantaged’, ‘with potential’ and responsible for self‐improvement through participation in (alternative forms of) higher education (HE). The concept of diaspora illuminates the complex ways the men reconstruct their traumatic experiences in terms of hope and possibility, across different cultural spaces and expectations. A key question is how do the men construct and make sense of their masculine subjectivities in relation to diasporic experiences and aspirations to become HE students?  相似文献   

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