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School bullying and fitting into the peer landscape: A grounded theory field study
Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.ORCID iD: 0000-0001-9233-3862
2017 (English)In: British Journal of Sociology of Education, ISSN 0142-5692, E-ISSN 1465-3346Article in journal (Refereed) Epub ahead of print
Abstract [en]

Research on school bullying has its roots in the field of developmental and educational psychology, and appeals to the need for a theoretical and methodological widening in order to grasp its ambiguity and complexity. The article draws on ethnographic fieldwork in which 144 pupils and seven teachers participated from seven school classes in three Swedish public primary schools. A constructivist grounded theory guided data gathering and analysis. This article offers an interpretative portrayal of school bullying. It paints a picture of the core process of misfitting and how this process involves the selective use of normativities from the macro, meso and micro levels. When bullying is conceptualized as simply caused by individual characteristics, teachers and others become blind to gender norms, heteronormativity, racism and a range of other oppressions taking place in bullying, and this will fail to offer an appropriate knowledge base on how to counteract and reduce bullying.

Place, publisher, year, edition, pages
2017.
Keyword [en]
bullying, victimization, normativity, norm, intersectionality, misfitting, discrimination, peer harassment, peer aggression
Keyword [sv]
mobbning, normativitet, norm, intersektionalitet, kränkningar, diskriminering
National Category
Pedagogy Social Psychology Sociology (excluding Social Work, Social Psychology and Social Anthropology) Psychology (excluding Applied Psychology)
Identifiers
URN: urn:nbn:se:liu:diva-140827DOI: 10.1080/01425692.2017.1330680OAI: oai:DiVA.org:liu-140827DiVA: diva2:1140754
Funder
Swedish Research Council
Available from: 2017-09-13 Created: 2017-09-13 Last updated: 2017-09-13

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Thornberg, Robert
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Education, Teaching and LearningFaculty of Educational Sciences
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British Journal of Sociology of Education
PedagogySocial PsychologySociology (excluding Social Work, Social Psychology and Social Anthropology)Psychology (excluding Applied Psychology)

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CiteExportLink to record
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Citation style
  • apa
  • ieee
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  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
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Output format
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