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Reframing school bullying: The question of power and its analytical implications
Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Arts and Sciences.
2019 (English)In: Power and Education, ISSN 1757-7438, E-ISSN 1757-7438Article in journal (Refereed) Epub ahead of print
Abstract [en]

The past 30 years has seen a significant increase in research interest and public discussion about school bullying and an associated diversification in perspectives on the issue. In attempting to bridge divisions between different research paradigms, there have been calls for cross-paradigmatic dialogue. In this short think piece, I seek to facilitate such dialogue by addressing the question of power and considering its analytical implications for school bullying research, anti-bullying initiatives, and education more generally. In doing so, I relate the discussion to the various systems of the widely used social–ecological framework. I argue that a focus on power suggests a need for more consideration of the various levels of the social–ecological framework, more consideration of the importance of social difference, and more consideration of the importance of the school context and issues of power and resistance therein.

Place, publisher, year, edition, pages
Sage Publications, 2019.
Keywords [en]
bullying, school, power, resistance, education
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:liu:diva-161466DOI: 10.1177/1757743819884955OAI: oai:DiVA.org:liu-161466DiVA, id: diva2:1367265
Funder
Swedish Research Council, 2017-03604Available from: 2019-11-01 Created: 2019-11-01 Last updated: 2019-11-08Bibliographically approved

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Horton, Paul

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