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The social dynamics of school bullying: The necessary dialogue between the blind men around the elephant and the possible meeting point at the social-ecological square
Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.ORCID iD: 0000-0001-9233-3862
2015 (English)In: Confero: Essays on Education, Philosophy and Politics, ISSN 2001-4562, Vol. 3, no 2, 161-203 p.Article in journal (Refereed) Published
Abstract [en]

Bullying has over the years been examined and explained in individual as well as in contextual terms, and from a wide range of different theories and methods. A growing number of bullying researchers approach bullying as a socially complex phenomenon and from social psychological and sociological perspectives. There is today a tension between theoretical perspectives on bullying, but also a need for investigating the social and contextual aspects of bullying further. In this article, I will argue for the necessity of dialogue between different theoretical perspectives and the inclusive potential of the social-ecological framework to create a meeting point of theories in order to develop a more comprehensive understanding of school bullying.

Place, publisher, year, edition, pages
Linköping, 2015. Vol. 3, no 2, 161-203 p.
Keyword [en]
bullying, social-ecological, qualified relativism, theoretical pluralism, epistemology, fallibilism, Thayer-Bacon, social construction, pragmatism
Keyword [sv]
mobbning, socialekologisk, socio-ekologisk, relativism, teoretisk pluralism, epistemologi, Thayer-Bacon, pragmatism, social konstruktion
National Category
Educational Sciences Pedagogy Sociology Social Psychology Psychology
URN: urn:nbn:se:liu:diva-123594DOI: 10.3384/confero.2001-4562.1506245OAI: diva2:890041
Available from: 2015-12-30 Created: 2015-12-30 Last updated: 2016-01-11Bibliographically approved

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Thornberg, Robert
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