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Juridification and the ungendering of school bullying
Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Arts and Sciences.
Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
2019 (English)In: Policing Schools: School violence and the juridification of youth / [ed] Johannes Lunneblad, Cham: Springer, 2019, 1, p. 127-139Chapter in book (Refereed)
Abstract [en]

In this chapter, we address the juridification of school violence in the Swedish context by focusing in particular on the issue of school bullying (skolmobbning) and gendered perceptions of difference. Drawing on Swedish legal and educational documents, we consider the ways in which school bullying has been ungendered through its legal separation from discrimination (diskriminering) and harassment (trakasserier), and its reduction to a form of degrading treatment (kränkande behandling) against someone’s dignity. We discuss how this legal ungendering of school bullying as something unconnected to issues of social difference is in keeping with a shift within school bullying research from being distinctly gender blind to being somewhat gender essentialist. Drawing on the work of gender researchers, we problematize dominant conceptualisations of sex/gender ‘roles’ through a discussion of power relations. In doing so, we argue that the juridification of school bullying serves to apportion blame to the individual school children involved, without adequately accounting for the importance of dominant gendered societal norms and the extent to which school bullying may often be a form of ‘normative cruelty’ that is socially learned and underpinned by dominant gendered discourses. Furthermore, we argue that such an account is necessary for understanding bystander behaviour and the ‘social exclusion anxiety’ that fuels and perpetuates negative behaviour in schools.

Place, publisher, year, edition, pages
Cham: Springer, 2019, 1. p. 127-139
Series
Young People and Learning Processes in School and Everyday Life, ISSN 2522-5642, E-ISSN 2522-5650 ; 2
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:liu:diva-161465DOI: 10.1007/978-3-030-18605-0_9ISBN: 9783030186043 (print)ISBN: 9783030186050 (electronic)OAI: oai:DiVA.org:liu-161465DiVA, id: diva2:1367262
Available from: 2019-11-01 Created: 2019-11-01 Last updated: 2019-11-04Bibliographically approved

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Horton, PaulForsberg, Camilla

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CiteExportLink to record
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