Blurred boundaries and the hierarchization of incidents: Swedish schoolteachers' struggles with distinguishing degrading treatment, harassment, and school bullying
2024 (English)In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 68, no 2, p. 160-171Article in journal (Refereed) Published
Abstract [en]
While the efforts of teachers are crucial for preventing and stopping degrading treatment, harassment, and bullying in schools, research has found that teachers’ understandings of such terms may vary significantly. In this qualitative study, we take a social-ecological perspective to investigate Swedish schoolteachers’ understandings of the terms degrading treatment, harassment, and bullying. The study is based on ethnographic research, which included participant observations and interviews conducted at three schools. The findings demonstrate not only the ways in which teachers blurred the conceptual boundaries between degrading treatment, harassment, and bullying, but also how such blurring was influenced by factors within the microsystem, mesosystem, exosystem, macrosystem, and chronosystem, and how the juridification of degrading treatment and harassment encouraged teachers to construct hierarchies of what they perceived to be more or less serious incidents.
Place, publisher, year, edition, pages
Routledge; Taylor & Francis , 2024. Vol. 68, no 2, p. 160-171
Keywords [en]
Bullying, degrading treatment, harassment, school, teachers, definitions, juridification, social-ecological
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:liu:diva-188283DOI: 10.1080/00313831.2022.2116486ISI: 000851588700001OAI: oai:DiVA.org:liu-188283DiVA, id: diva2:1694217
Projects
Bullying arenas: A social-ecological investigation of school bullying
Funder
Swedish Research Council, 2017-03604
Note
Funding: Vetenskapsradet [2017-03604]
2022-09-082022-09-082024-08-16