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Towards a critical educational perspective on school bullying
Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Arts and Sciences.
2018 (English)In: Nordic Studies in Education, ISSN 1891-5914, E-ISSN 1891-5949, Vol. 38, no 4, p. 302-318Article in journal (Refereed) Published
Abstract [en]

This theoretical article posits a critical educational perspective on school bullying, whereby focus shifts from the individuals involved to the structural aspects of schooling. The article draws inspiration from critical pedagogy and the sociology of education to critically consider how power relations in schools relate to school bullying through a theorization of the importance of four features of schooling outlined by Duncan (2013): compulsion, compression, control, and competition. The article suggests that rather than merely studying the negative social interactions of individuals or groups of individuals, there needs to be more critical consideration of the educational context within which bullying occurs.

Place, publisher, year, edition, pages
Universitetsforlaget, 2018. Vol. 38, no 4, p. 302-318
Keywords [en]
Bullying, education, critical pedagogy, schooling, power, social-ecology
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:liu:diva-154055DOI: 10.18261/issn.1891-2018-04-02OAI: oai:DiVA.org:liu-154055DiVA, id: diva2:1282430
Available from: 2019-01-24 Created: 2019-01-24 Last updated: 2019-02-07Bibliographically approved

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Horton, Paul

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