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  • 1.
    Horton, Paul
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Aged security, power and violence.2011Conference paper (Other academic)
  • 2.
    Horton, Paul
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    An overview of school bullying research2008Conference paper (Other academic)
  • 3.
    Horton, Paul
    Department of Gender Studies, Lund University, Lund, Sweden.
    Being (mis)recognized: Queer migration, urbanization and recognition in contemporary Vietnam.2013Conference paper (Other academic)
  • 4.
    Horton, Paul
    Department of Gender Studies, Lund University.
    Bullied into it: bullying, power and the conduct of conduct2012Book (Refereed)
    Abstract [en]

    Bullied into it: Bullying, Power and the Conduct of Conduct takes issue with the way in which the relations between school bullying and power have commonly been understood. Drawing on long-term ethnographic fieldwork conducted in two schools in the northern Vietnamese port city of Haiphong, the book contextually situates the bullying that occurs within the disciplinary framework of the school and focuses not only on the bullying that occurs between students but also that which occurs between teachers and students. This situated analysis of school bullying illustrates how different educational practices reduce, encourage, and even constitute bullying, as well as the various ways in which bullying is utilized by some students and teachers as a means to exercise, enforce and contest relations of power in schools. The book thus contributes significant knowledge about the importance of the educational context and the role of teachers, and raises pertinent questions about the ways in which school bullying has hitherto been researched and understood. Shifting the focus from the specific actions meted out by particular individuals to the power relations within which those actions gain currency, the book questions the notion that bullying merely involves an unequal power relation and instead highlights that bullying relations are power relations.

  • 5.
    Horton, Paul
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Bullying, childhood and social security in Vietnam.2010Conference paper (Other academic)
  • 6.
    Horton, Paul
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Bystanding: On the ethics of conducting participant observations of school bullying2015Conference paper (Other academic)
    Abstract [en]

    In this paper, I take issue with a question that was posed to me when preparing to conduct ethnographic research into school bullying in Vietnamese schools – how can you ethically be a participant observer when conducting research into school bullying? In doing so, I problematize commonly held understandings of school bullying and particularly the category ‘bystanders’, which has tended to constitute one of the corners of the bullying triangle put forward in many studies of school bullying. As I argue, bystanding is important not only for ensuring that the perspectives of those involved in bullying (‘victims’, ‘bullies’, and ‘bystanders’) are taken seriously, but also for gaining a more inclusive picture of the factors involved in bullying.

    Drawing on long-term ethnographic research conducted in two lower secondary schools in Vietnam’s third largest city, Haiphong, I consider both consequentialist and deontological approaches to this question of ethics. The consequentialist approach involves questioning whether the potential benefits of the research outweighed the potential negative consequences for those involved. The consequentialist approach thus deals with issues of non-maleficence and beneficence. The deontological approach, on the other hand, focuses on the inherent rights of the research participants and raises questions about power relations and justice. While the question I was posed about the ethics of conducting participant observations of school bullying largely concerns the consequentialist issues of non-maleficence and beneficence, deontological issues of power and justice appear to be less central.

    The majority of school bullying research has been conducted through the use of quantitative questionnaire surveys, and there has been little discussion of the ethics of such research. This paper argues that observation-based studies of school bullying are ethically necessary for better understanding the perspectives of those involved, and for considering the possibility that those who bully are not necessarily doing so because they are ‘proactively aggressive’. This has implications, not only deontologically but also consequentially, as anti-bullying programmes tend to be based on understandings of school bullying that have largely been pre-defined by researchers and have not taken adequate consideration of the perspectives of all those involved.

  • 7.
    Horton, Paul
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Failing Boys2006Other (Other (popular science, discussion, etc.))
  • 8.
    Horton, Paul
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Arts and Sciences.
    Generationing school bullying: age-based power relations, the hidden curriculum and bullying in northern Vietnamese schools2016In: Generationing Development: a relational approach to children, youth and development / [ed] Roy Huijsmans, London: Palgrave Macmillan, 2016, 127-149 p.Chapter in book (Refereed)
    Abstract [en]

    Drawing on ethnographic research conducted in two schools in northern Vietnam, this chapter suggests understanding and addressing school bullying as a generational problem rather than one of individual children. It demonstrates that school bullying is intricately connected to manifestations of power in the deeply generational organisation of schools, and to the ways in which both children and adults exercise their agency in this social environment by drawing on age-related hierarchies, bodily size, and physical strength. Employing the concept of the hidden curriculum, the chapter suggests that some students learn to utilise bullying as a means through which they can influence the behaviour of others and thus more easily navigate their way through school, both socially and scholastically.

  • 9.
    Horton, Paul
    Department of Gender Studies, Lund University, Lund, Sweden.
    Homophobia in Vietnam2012Conference paper (Other (popular science, discussion, etc.))
  • 10.
    Horton, Paul
    Department of Gender Studies, Lund University, Lund, Sweden.
    'I thought I was the only one': education, misrecognition and suicidal ideation amongst homosexual youths in Vietnam.2013Conference paper (Other academic)
  • 11.
    Horton, Paul
    Department of Gender Studies, Lund University, Lund, Sweden.
    'I thought I was the only one': the misrecognition of LGBT youth in contemporary Vietnam2014In: Culture, Health and Sexuality, ISSN 1369-1058, E-ISSN 1464-5351, Vol. 16, no 8, 960-973 p.Article in journal (Refereed)
    Abstract [en]

    While recent LGBT rights demonstrations and discussions about same-sex marriage have thrust the issue of homosexuality into the spotlight, it was not long ago that the issue of homosexuality was notable by its absence in Vietnam. Drawing on semi-structured interviews with young gay, lesbian and bisexual people in Vietnam's capital city Hanoi, this paper considers the increasing visibility of homosexuality through the theoretical lens of recognition, and illustrates the heterosexist misrecognition that LGBT young people have been subjected to in legislation, the media, their families, and through the education system. Drawing on the narratives of LGBT young people, the paper highlights the potentially negative impact such misrecognition may have on psychological and social wellbeing.

  • 12.
    Horton, Paul
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Mobning og antimobningspolitik i skolen - inddragelsen af et boerneperspektiv (Bullying and Anti-bullying Policies in Schools - Adopting a Children's Perspective)2007In: Dansk pædagogisk tidsskrift, ISSN 0904-2393, Vol. 1, 34-43 p.Article in journal (Refereed)
    Abstract [en]

         

  • 13.
    Horton, Paul
    Department of Gender Studies, Lund University, Lund, Sweden.
    Note passing and gendered discipline in Vietnamese schools2015In: British Journal of Sociology of Education, ISSN 0142-5692, E-ISSN 1465-3346, Vol. 36, no 4, 526-541 p.Article in journal (Refereed)
    Abstract [en]

    While researchers agree that note passing is predominantly an activity engaged in by girls, there has been relatively little consideration of why this is the case. In this article, I argue that gendered expectations about the appropriate characters of boys and girls in Vietnam are incorporated into the disciplinary framework of schools, and that note passing provides the means for girls to adjust to the gendered disciplinary techniques to which they are subjected. The article is based on extended ethnographic fieldwork conducted within two ninth-grade classes at two lower secondary schools in the northern Vietnamese port city of Haiphong.

  • 14.
    Horton, Paul
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Portraying monsters: framing school bullying through a macro lens2016In: Discourse. Studies in the Cultural Politics of Education, ISSN 0159-6306, E-ISSN 1469-3739, Vol. 37, no 2, 204-214 p.Article in journal (Refereed)
    Abstract [en]

    This article critically considers the discourse on school bullying through the conceptual framework of lenses and argues that a macro lens has been utilised by school bullying researchers to bring into focus the characteristics of the individuals involved and the types of actions used. By considering earlier understandings of bullying, the article illustrates how this macro lens has become a metalens through which school bullying is understood. This has had implications for how bullying is understood and addressed, as well as for how vast numbers of school-aged children are perceived and treated. The article argues that the macro lens needs to be replaced with a wide-angle lens, so as to bring the social, institutional and societal contexts into view.

  • 15.
    Horton, Paul
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    School bullying and corporeal insecurity in Vietnam.2010Conference paper (Other academic)
  • 16.
    Horton, Paul
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    School Bullying and Power Relations in Vietnam2011Doctoral thesis, monograph (Other academic)
    Abstract [en]

    Taking seriously the oft-made claim that power relations are central to school bullying, the dissertation focuses specifically on the interconnectedness of school bullying and power relations within the specific context of Vietnamese lower secondary schooling. The dissertation is based on extended ethnographic fieldwork in two lower secondary schools in the north-eastern Vietnamese port city of Haiphong. Drawing on participant observations, group and individual interviews with students and teachers, and questionnaire data, the dissertation questions the hitherto dominant understanding of bullying as proactively aggressive actions and instead shifts the focus away from individual behaviour and actions towards a more in-depth consideration of power relations and the role bullying plays within the institutional context of schooling. Rather than understanding power as something which is held by some individuals who abuse their power when bullying others, the dissertation adopts a Foucauldian approach to power, wherein power is not held but is rather exercised in strategic situations. In doing so, the dissertation illustrates how schools provide not only the setting for school bullying but also the disciplinary framework within which school bullying gains currency.

  • 17.
    Horton, Paul
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    School Bullying and Social and Moral Orders2011In: Children & society, ISSN 0951-0605, E-ISSN 1099-0860, Vol. 25, no 4, 268-277 p.Article in journal (Refereed)
    Abstract [en]

    This article provides a theoretical consideration of the ways in which school bullying relates to social and moral orders and the relations of power that are central to the upholding of such orders. Moving away from the focus on individual aggressive intentionality that has hitherto dominated school bullying research, the article argues that understanding the social processes of bullying requires not only understanding bullying as a group interactional process but also how such interaction is part of power relations within both the immediate context of the school and the wider society.

  • 18.
    Horton, Paul
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Searching for Traces of Hegemonic Masculinity in a New Zealand School Setting2007In: Nordic Journal for Masculinity Studies, ISSN 1890-2138, Vol. 2, no 1, 161-182 p.Article in journal (Refereed)
    Abstract [en]

    This article considers the ways in which hegemonic masculinity has been constituted in New Zealand through a configuration of both historically contextualised practices at the regional level, and daily practice at the local level. In doing so, the article critically readdresses the concept of hegemonic masculinity and how it has been used, and suggests that the concept needs to be re-situated in the context in which it is being used as a theoretical tool. The article posits a way of addressing hegemonic masculinity that involves searching for traces at both the regional and local levels, through a combination of historical and ethnographic analysis. In doing so, the article argues that it becomes possible to consider how practices at the local level intersect with those at the regional (and global) level. With specific focus on one all-boys’ school in the South Island of New Zealand, the article attempts to do just that, before considering how hegemonic masculinity is policed by boys in their daily interactions.

  • 19.
    Horton, Paul
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Skyld og mobning skaber ensomhed [Blame and Bullying Cause Loneliness]2006In: Ungdomsforskning, ISSN 1602-0324, Vol. 1, no 5, 31-36 p.Article in journal (Other academic)
  • 20.
    Horton, Paul
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Stressing the body: taking the ‘least adult’ role in a Vietnamese secondary school setting.2008Conference paper (Other academic)
  • 21.
    Horton, Paul
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    The bullied body: school bullying and corporeality in Vietnam.2010Conference paper (Other academic)
  • 22.
    Horton, Paul
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    The Policing of Masculinities - A New Zealand Case Study2004Other (Other (popular science, discussion, etc.))
    Abstract [en]

       

  • 23.
    Horton, Paul
    Department of Gender Studies, Lund University, Lund, Sweden.
    Transversal Dialogues2013Conference paper (Other (popular science, discussion, etc.))
  • 24.
    Horton, Paul
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Unpacking the bullying doll: Reflections from a fieldwork at the social-ecological square2016In: Confero, ISSN 2001-4562, Vol. 4, no 1, 71-95 p.Article in journal (Other academic)
  • 25.
    Horton, Paul
    et al.
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Forsberg, Camilla
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Essays on school bullying: Theoretical perspectives on a contemporary problem2015In: Confero: Essays on Education, Philosophy and Politics, ISSN 2001-4562, Vol. 3, no 2, 6-16 p.Article in journal (Other academic)
  • 26.
    Horton, Paul
    et al.
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Kvist Lindholm, Sofia
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Nguyen, Thu Hang
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Bullying the meek: A conceptualisation of Vietnamese school bullying2015In: Research Papers in Education, ISSN 0267-1522, E-ISSN 1470-1146, 1-11 p.Article in journal (Refereed)
    Abstract [en]

    Drawing on ethnographic research conducted at three lower secondary schools in the northern Vietnamese cities of Hanoi and Haiphong, this article provides a contextually nuanced conceptualisation of Vietnamese school bullying. In doing so, the article not only addresses the lack of knowledge about Vietnamese school bullying, but also poses a number of critical questions about how school bullying is more widely understood. The descriptions of school bullying provided by teachers and students in this article suggest that school bullying cannot be reduced to the negative actions and aggressive intentionality that are so often used to define it in the mainstream literature. Instead, these actions are perceived as instruments for bullying that serve a function in the social and institutional context of the school. Furthermore, the descriptions provided by teachers and students challenge the view of meekness (the passive victim) as an individual personal trait. While they suggest that students who are perceived as meek in the social context of the school are most likely to be bullied, they also highlight that some students accede to the demands of their peers in order to escape being subjected to more direct negative actions. The study thus suggests that a key for understanding the role that bullying plays in students’ day-to-day life at school is to acknowledge the function of ‘meekness’ in bullying situations and to thus place more focus on the social and institutional context within which bullying occurs.

  • 27.
    Horton, Paul
    et al.
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Rydstrom, Helle
    Department of Gender Studies, Lund University.
    Heterosexual Masculinity in Contemporary Vietnam: Privileges, Pleasures, and Protests2011In: Men and Masculinities, ISSN 1097-184X, E-ISSN 1552-6828, Vol. 14, no 5, 542-564 p.Article in journal (Refereed)
    Abstract [en]

    By drawing on ethnographic data collected in two different settings in northern Vietnam, this article considers the ways in which heterosexual masculinity is configured by younger men. The intersection between heterosexuality and masculinity, the article argues, epitomizes a site of contestations between moral ideals, expectations about gendered support, and sexual pleasures disguised as protests. In introducing into a Southeast Asian context, the Latin American term machismo, understood as an expression of male-centered privileges and the ways in which they foster mens chauvinism against women (or other men), the article explores how local assumptions about the natural quintessential drive of male sexuality as well as a wifes obligations to comply with his sexual needs together provide men with morally legitimized explanations for the buying of various kinds of female sexual services.

  • 28.
    Horton, Paul
    et al.
    Department of Gender Studies, Lund University, Lund, Sweden.
    Rydstrom, Helle
    Department of Gender Studies, Lund University, Lund, Sweden.
    Tonini, Helle
    Department of Gender Studies, Lund University, Lund, Sweden.
    Organisations and the fight for rights: sexuality, recognition, and civil society.2013Conference paper (Other academic)
  • 29.
    Horton, Paul
    et al.
    Department of Gender Studies, Lund University, Lund, Sweden.
    Rydstrom, Helle
    Department of Gender Studies, Lund University, Lund, Sweden.
    Tonini, Maria
    Department of Gender Studies, Lund University, Lund, Sweden.
    Contesting heteronormativity: The fight for lesbian, gay, bisexual and transgender recognition in India and Vietnam2015In: Culture, Health and Sexuality, ISSN 1369-1058, E-ISSN 1464-5351, Vol. 17, no 9, 1059-1073 p.Article in journal (Refereed)
    Abstract [en]

    Recent public debates about sexuality in India and Vietnam have brought the rights of lesbian, gay, bisexual and transgender people sharply into focus. Drawing on legal documents, secondary sources and ethnographic fieldwork conducted in the urban centres of Delhi and Hanoi, this article shows how the efforts of civil society organisations dedicated to the fight for lesbian, gay, bisexual and transgender rights have had different consequences in these two Asian contexts. The paper considers how these organisations navigated government regulations about their formation and activities, as well as the funding priorities of national and international agencies. The HIV epidemic has had devastating consequences for gay men and other men who have sex with men, and has been highly stigmatising. As a sad irony, the epidemic has provided at the same time a strategic entry point for organisations to struggle for lesbian, gay, bisexual and transgender recognition. This paper examines how the fight for lesbian, gay, bisexual and transgender recognition has been doubly framed through health-based and rights-based approaches and how the struggle for recognition has positioned lesbian, gay, bisexual and transgender people in India and Vietnam differently.

1 - 29 of 29
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