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“A freak that no one can love”: Difficult knowledge in testimonials on school bullying
Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
2019 (English)In: Research Papers in Education, ISSN 0267-1522, E-ISSN 1470-1146, p. 1-19Article in journal (Refereed) Epub ahead of print
Abstract [en]

This study adopts a testimonial approach to bullying victimisation,and aims to create a deeper understanding of the experiences andeffects of being a bullying target. Four written narratives about beingsubjected to school bullying were analysed according to interpretativephenomenological analysis. From the analysis, four themes wereconstructed, which represented different elements of victimhood: (1)Self-blame in which victims view themselves as the cause of thebullying, (2) Abandonment in which victims describe feelings ofstanding alone in their exposed situation, (3) Turning points inwhich the victims recount a variety of restorative events, and (4)Continued victimhood in which the victims relate how the feeling ofvictimhood and vulnerability continues even though the bullying hasended. In conclusion, school bullying is something that continues toaffect the individual adversely long after it has stopped, althoughstable friendship relations might have a mitigating influence.Through such relations, victimhood can be neutralised and a morepositive self-image develop. Moreover, as numerous other kinds ofvictims emphasise, an essential part of the rehabilitation process is tofinally be able to tell one’s story, to lay bare one’s difficult knowledgeto a wider audience.

Place, publisher, year, edition, pages
Taylor & Francis, 2019. p. 1-19
Keywords [en]
School bullying; self-blame; abandonment; turning point; testimony; phenomenology
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:liu:diva-154155DOI: 10.1080/02671522.2019.1568534OAI: oai:DiVA.org:liu-154155DiVA, id: diva2:1283814
Available from: 2019-01-29 Created: 2019-01-29 Last updated: 2019-04-08Bibliographically approved

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Tholander, Michael

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Citation style
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More styles
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  • Other locale
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