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How school-built factors and organisational dimensions contribute to bodily exposure, degrading treatment and bullying in school changing rooms
Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.ORCID iD: 0000-0003-0715-9703
Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences. Linköping University, Department of Thematic Studies, Department of Child Studies.ORCID iD: 0000-0002-0680-0039
Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.ORCID iD: 0000-0001-9233-3862
2024 (English)In: Sport, Education and Society, ISSN 1357-3322, E-ISSN 1470-1243Article in journal (Refereed) Epub ahead of print
Abstract [en]

This paper explores how school-built factors and organisational dimensions contribute to bodily exposure, degrading treatment and bullying in school changing rooms. The findings in this study stem from an ethnographic research project exploring the relations between school bullying and the institutional context of schooling. The project focuses on the perspectives of teachers and pupils from pre-school class up to grade eight (i.e. approx. ages 5-15). In this particular study, we focus on participant observations and semi-structured interviews conducted at three elementary schools and one lower secondary school in Sweden.Analysis of the data was guided by constructivist grounded theory (Charmaz, 2014) [Constructing grounded theory (2nd ed.). Sage].Findings reveal how the changing room was a vulnerable and unsafe space associated with an ever-present fear of experiencing bodily exposure, degrading treatment, and bullying. Our findings illuminate how social-ecological elements such as the physical design of the space and organisational factors such as staffing and scheduling can both increase and decrease the risk of experiencing bodily exposure, degrading treatment, and bullying in the changing room. This demonstrates that much more consideration needs to be given to how social interactions and experiences within school changing rooms are influenced by school-built factors and the ways in which they are organised within the different social-ecological systems beyond the microsystem setting.

Place, publisher, year, edition, pages
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD , 2024.
Keywords [en]
School; changing room; bullying; bodily exposure; ethnography; social-ecological perspective
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:liu:diva-201178DOI: 10.1080/13573322.2024.2316238ISI: 001160738400001OAI: oai:DiVA.org:liu-201178DiVA, id: diva2:1840724
Note

Funding Agencies|Vetenskapsrdet

Available from: 2024-02-26 Created: 2024-02-26 Last updated: 2025-01-29

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Forsberg, CamillaHorton, PaulThornberg, Robert

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