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  • 1.
    Forsberg, Camilla
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Utbildningsvetenskap.
    Horton, Paul
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Utbildningsvetenskap.
    Thornberg, Robert
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Utbildningsvetenskap.
    How school-built factors and organisational dimensions contribute to bodily exposure, degrading treatment and bullying in school changing rooms2024Ingår i: Sport, Education and Society, ISSN 1357-3322, E-ISSN 1470-1243Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This paper explores how school-built factors and organisational dimensions contribute to bodily exposure, degrading treatment and bullying in school changing rooms. The findings in this study stem from an ethnographic research project exploring the relations between school bullying and the institutional context of schooling. The project focuses on the perspectives of teachers and pupils from pre-school class up to grade eight (i.e. approx. ages 5-15). In this particular study, we focus on participant observations and semi-structured interviews conducted at three elementary schools and one lower secondary school in Sweden.Analysis of the data was guided by constructivist grounded theory (Charmaz, 2014) [Constructing grounded theory (2nd ed.). Sage].Findings reveal how the changing room was a vulnerable and unsafe space associated with an ever-present fear of experiencing bodily exposure, degrading treatment, and bullying. Our findings illuminate how social-ecological elements such as the physical design of the space and organisational factors such as staffing and scheduling can both increase and decrease the risk of experiencing bodily exposure, degrading treatment, and bullying in the changing room. This demonstrates that much more consideration needs to be given to how social interactions and experiences within school changing rooms are influenced by school-built factors and the ways in which they are organised within the different social-ecological systems beyond the microsystem setting.

  • 2.
    Forsberg, Camilla
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Utbildningsvetenskap.
    Horton, Paul
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Utbildningsvetenskap. Linköpings universitet, Institutionen för tema, Tema Barn.
    Thornberg, Robert
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Utbildningsvetenskap.
    Fever pitch: spatial, material, and temporal organisational dimensions of gendered peer relations on the school football pitch2023Ingår i: Ethnography and Education, ISSN 1745-7823, E-ISSN 1745-7831, Vol. 18, nr 2, s. 183-198Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    We investigate the importance of spatial, material, and organisational factors to gendered peer relations on the school football pitch. The study is part of an ethnographic research project exploring the relations between school bullying and the institutional context of schooling, focusing on the perspectives of teachers and pupils from preschool class up to grade eight (approximately ages 5-13). The findings in this study are based on participant observations and semi-structured interviews with pupils at three schools in Sweden. Our findings illustrate how social-ecological elements of spatial, material, and organisational factors such as school design, the material construction of the pitches, and the temporal organisation of the space through scheduling promote gendered positioning and fevered interactions which influence peer relations and sometimes contribute to degrading treatment, harassment and bullying. Our study demonstrates how these processes need to be understood as complexly related to social-ecological factors beyond the football pitch setting.

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  • 3.
    Horton, Paul
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Utbildningsvetenskap.
    Forsberg, Camilla
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Utbildningsvetenskap.
    Thornberg, Robert
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Utbildningsvetenskap.
    Juridification and judgement calls: Swedish schoolteachers’ reflections on dealing with bullying, harassment, and degrading treatment2023Ingår i: Education Inquiry, E-ISSN 2000-4508Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    While teachers are obliged to report and investigate incidents of bullying, harassment, and degrading treatment in Swedish schools, research suggests that they sometimes struggle to decide which incidents to report. In this study, we investigate Swedish schoolteachers’ reflections on dealing with bullying, harassment, and degrading treatment, and on balancing their pedagogical work with juridical demands to report. The study is based on qualitative interviews conducted with teachers at three comprehensive schools in Sweden, which were analysed in relation to Bronfenbrenner’s social-ecological framework. The findings demonstrate that teachers make judgement calls regarding which incidents to report and that these influence and are influenced by micro-, meso-, exo-, macro- and chronosystem factors. The findings also suggest that increasing demands for professional accountability negatively affect the professional responsibility of teachers and may lead to them making judgement calls that are not always in the best interests of the children for whom they have responsibility. 

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  • 4.
    Horton, Paul
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Utbildningsvetenskap. Linköpings universitet, Institutionen för tema, Tema Barn.
    Forsberg, Camilla
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Utbildningsvetenskap.
    Thornberg, Robert
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Utbildningsvetenskap.
    Mobbningsarenor: en socioekologisk undersökning av skolmobbning2023Ingår i: Resultatdialog 2023, Stockholm: Vetenskapsrådet , 2023, Vol. Sidorna 60-64, s. 60-64Kapitel i bok, del av antologi (Övrigt vetenskapligt)
    Abstract [sv]

    Skolmobbning är ett utbrett problem som fortsätter att negativt påverka livet för skolbarn, föräldrar och skolpersonal. Trots mycket forskning kring fenomenet är forskning om skolmiljöns betydelse för skolmobbning eftersatt. Syftet med projektet var att undersöka hur olika skolfaktorer påverkar skolmobbning och skolpersonalens förmåga eller vilja att ingripa samt vilken betydelse genus har för mobbning och ingripande mot mobbning.

  • 5.
    Horton, Paul
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Utbildningsvetenskap.
    Forsberg, Camilla
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Utbildningsvetenskap.
    Thornberg, Robert
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Utbildningsvetenskap.
    Places and spaces: exploring interconnections between school environment, resources and social relations2023Ingår i: Educational research (Windsor. Print), ISSN 0013-1881, E-ISSN 1469-5847, Vol. 65, nr 4, s. 462-477Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Relational issues at school, including bullying, tend to be interpreted primarily in terms of the behaviour of individual students. Whilst research has broadened this focus, more needs to be understood about how the design and management of the school environment and its resources may influence peer relations. The study sought to consider interconnections between the physical and organisational environment, resources, and social relations in school settings. Ethnographic research was conducted at three schools in Sweden, consisting of 6 to 8 weeks of participant observations at each school, and interviews with school safety or health teams, 21 teachers, and 121 students from preschool class (ages 6–7) to sixth grade (ages 12–13). Field notes and interview data were analysed using an approach based on constructivist grounded theory. In-depth analysis of data identified a complex network of interconnections between the school environment, resources and peer relationships. In particular, it illuminated how competition for limited resources can influence social relations negatively. This may lead to brief minor conflicts, which, in turn, could potentially precipitate or become part of more systematic school bullying situations. Our findings highlight the significance of decisions about the uses of space in schools, including choices in design (e.g. of play spaces) and the distribution of resources (e.g. equipment). Deeper understanding of the interconnections between the school environment, resources and peer relations can help inform efforts to support student wellbeing.

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  • 6.
    Forsberg, Camilla
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Utbildningsvetenskap.
    Horton, Paul
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Utbildningsvetenskap. Linköpings universitet, Institutionen för tema, Tema Barn.
    Så kan lärare öka elevers trygghet på rasten2023Ingår i: Venue, ISSN 2001-788XArtikel i tidskrift (Övrigt vetenskapligt)
    Abstract [sv]

    Elever i årskurs tre till sex känner sig tryggare i skolan om lärare finns närvarande, är vaksamma och ingriper mot framförallt mobbning och ensamhet på rasten. För att öka elevers trygghet i skolan efterfrågar eleverna därför insatser i relation till rasten. En aspekt som elever efterfrågar för att öka deras trygghet på rasten är att lärare finns närvarande. Utöver att finnas närvarande på raster behöver lärare också vara vaksamma på vad som händer mellan elever. I synnerhet behöver lärare vara vaksamma på att ingen är utsatt för mobbning eller ensam. Dessutom menar eleverna att det inte räcker med att lärare är närvarande och ser vad som händer utan de behöver även behöver ingripa mot mobbning och ensamhet. Ibland behöver de ingripa mer än vad de gör idag för att öka elevers trygghet och få stopp på mobbning och ensamhet. 

  • 7.
    Forsberg, Camilla
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Utbildningsvetenskap.
    Horton, Paul
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Utbildningsvetenskap.
    'Because I am me': School bullying and the presentation of self in everyday school life2022Ingår i: Journal of Youth Studies, ISSN 1367-6261, E-ISSN 1469-9680, Vol. 25, nr 2, s. 136-150Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In this study, we draw on Erving Goffman’s work on the presentation of self to explore responses by 12–15-year-old (i.e. 6th–9th grade) school students to an open-ended survey question about why they think they were bullied. In doing so, we contribute to a relatively unexplored aspect of school bullying research by focussing on how those students who are subjected to bullying understand their own bullying experiences. We focus in particular on explanations that focus on themselves as individuals. Utilising thematic analysis, we identified six themes: (1) Body, (2) Manner, (3) Social structures, (4) Opinions and interests, (5) Ability, and (6) Relations. Our analysis of the students’ responses suggests that they were bullied because they were perceived as different in some sense, and that such understandings of difference are connected to broader social and societal norms. These findings have important implications for understandings of bullying as aggressive acts and suggest that rather than simply focussing on the negative behaviour of individuals, anti-bullying initiatives also need to focus on the social structures that underpin the understandings of difference that facilitate such behaviour.

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  • 8.
    Horton, Paul
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Utbildningsvetenskap.
    Forsberg, Camilla
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Utbildningsvetenskap.
    Thornberg, Robert
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Utbildningsvetenskap.
    Blurred boundaries and the hierarchization of incidents: Swedish schoolteachers' struggles with distinguishing degrading treatment, harassment, and school bullying2022Ingår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    While the efforts of teachers are crucial for preventing and stopping degrading treatment, harassment, and bullying in schools, research has found that teachers’ understandings of such terms may vary significantly. In this qualitative study, we take a social-ecological perspective to investigate Swedish schoolteachers’ understandings of the terms degrading treatment, harassment, and bullying. The study is based on ethnographic research, which included participant observations and interviews conducted at three schools. The findings demonstrate not only the ways in which teachers blurred the conceptual boundaries between degrading treatment, harassment, and bullying, but also how such blurring was influenced by factors within the microsystem, mesosystem, exosystem, macrosystem, and chronosystem, and how the juridification of degrading treatment and harassment encouraged teachers to construct hierarchies of what they perceived to be more or less serious incidents.

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  • 9.
    Horton, Paul
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Utbildningsvetenskap.
    LGBTQ in Vietnam: Heteronormativity and Resistance2022Ingår i: Routledge Handbook of Contemporary Vietnam / [ed] Jonathan D. London, London, UK: Routledge, 2022, 1, s. 461-472Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [en]

    Recent political, legal, and social changes have served to highlight shifting understandings of sexualities in contemporary Vietnamese society. Such changes have included pride demonstrations; the establishment of organisations working with lesbian, gay, bisexual, transgender, and queer (LGBTQ) rights; new legislation; and increased openness to non-heteronormative sexualities. Despite these changes, however, dominant heteronormative sociocultural norms related to the importance of the family, the patrilineage, and the innate characteristics of males and females, continue to exert significant pressure on the daily lives of LGBTQ people. In this chapter, we explore this familial politics of pressure and consider the ways through which LGBTQ people have sought to resist the dominant heteronormative context. The chapter is based on secondary sources, legal documents, and ethnographic fieldwork conducted in the urban centers of Hanoi and Ho Chi Minh City, which involved participant observations in various settings, and informal and semi-structured interviews with employees at organizations dealing with LGBTQ issues, leaders of same-sex clubs, and LGBTQ people between the ages of 20 and 50. Our findings illustrate that rather than sacrificing their own happiness in order to fit into the dominant heteronormative framework, some LGBTQ people have instead resisted that restrictive framework in myriad ways, including through the co-option of the very framework within which their resistance takes place.

  • 10.
    Horton, Paul
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik.
    Lyng, Selma Therese
    Qualitative Methods in School Bullying and Cyberbullying Research: An Introduction to the Special Issue2022Ingår i: International Journal of Bullying Prevention, ISSN 2523-3653Artikel i tidskrift (Övrigt vetenskapligt)
  • 11.
    Strindberg, Joakim
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Utbildningsvetenskap.
    Horton, Paul
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Utbildningsvetenskap. Linköpings universitet, Institutionen för tema, Tema Barn.
    Relations between school bullying, friendship processes, and school context2022Ingår i: Educational research (Windsor. Print), ISSN 0013-1881, E-ISSN 1469-5847, Vol. 64, nr 2, s. 242-256Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Background Despite considerable anti-bullying efforts and greater awareness of the social processes underpinning bullying, bullying is still a serious problem across schools in many countries. In exploring the social processes that contribute to school bullying, research indicates complex relationships between bullying and the maintenance and building of friendships. While such findings provide important information about the social context of school bullying, more needs to be understood about the institutional context within which school bullying - and friendship - occur. Purpose The aim of this study is to better understand how school bullying relates to friendship processes, and how these are, in turn, influenced by the institutional constraints of the school context. Method The findings discussed draw on 3 months of ethnographic fieldwork conducted at one Swedish elementary school. The fieldwork involved participant observations, as well as semi-structured group interviews with 34 sixth-grade pupils (approx. 12 years of age), which were conducted towards the end of the fieldwork. Data were analysed thematically. Findings The analysis highlighted the importance of friendships to pupils but also identified the ways in which understandings of friendship relations were closely tied to the importance of social perceptions and the organisational constraints of the school context. Conclusions Taken together, the findings suggest that school bullying cannot be de-contextualised from the social and institutional contexts of school but may rather be connected to the perceived need for control in that particular arena. The study draws attention to how the complex relations between bullying, friendship and school context need to be better understood, in order to support efforts to prevent school bullying.

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  • 12.
    Horton, Paul
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Utbildningsvetenskap.
    Rydstrom, Helle
    Lund University, Lund, Sweden.
    About facing the other: The impression management of young LGBTQ adults in contemporary Vietnam2021Ingår i: Visual and Cultural Identity Constructs of Global Youth and Young Adults: Situated, Embodied and Performed Ways of Being, Engaging and Belonging / [ed] Fiona Blaikie, Routledge, 2021Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [en]

    Recent political, legal and social shifts in relation to the rights and recognition of lesbian, gay, bisexual, transgender and queer (LGBTQ) people in Vietnam have facilitated increasing openness about the non-heteronormative preferences of young adults. However, established societal and familial norms related to the importance of heteronormative marriage and family values continue to impact significantly on the ways in which these young adults are able to live their lives. In this chapter, we examine young Vietnamese LGBTQ adults’ experiences of face-to-face encounters and their navigation of social interactions. The chapter is based on ethnographic fieldwork which involved semi-structured group and individual interviews with young women aged 20 to 29 who identified as lesbian, bisexual and/or queer, as well as employees at nongovernmental organizations dealing with LGBTQ issues and politics. The chapter sheds light on the ways in which young LGBTQ adults engage in impression management in order to “keep face” and not “lose face,” reducing their own vulnerability while also protecting their parents and upholding the collective face of the family.

  • 13.
    Horton, Paul
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Utbildningsvetenskap.
    Forsberg, Camilla
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Utbildningsvetenskap.
    Thornberg, Robert
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Utbildningsvetenskap.
    Blurred boundaries: Swedish schoolteachers’ struggles with degrading treatment, harassment and school bullying2021Konferensbidrag (Refereegranskat)
  • 14.
    Horton, Paul
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Utbildningsvetenskap.
    Building Walls: Trump Election Rhetoric, Bullyiing and Harassment in US Schools2021Ingår i: Confero: Essays on education, philosophy and politics, E-ISSN 2001-4562, Vol. 8, nr 1, s. 7-32Artikel i tidskrift (Refereegranskat)
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  • 15.
    Horton, Paul
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Utbildningsvetenskap.
    Critique of the bullying research program2021Ingår i: The Wiley Blackwell handbook of bullying: a comprehensive and international review of research and intervention. Volume 1 / [ed] Peter K. Smith, James O'Higgins Norman, Newark: Wiley-Blackwell, 2021, s. 60-75Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 16.
    Horton, Paul
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Utbildningsvetenskap.
    Forsberg, Camilla
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Utbildningsvetenskap.
    Thornberg, Robert
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Utbildningsvetenskap.
    “It’s hard to be everywhere”: Teachers’ perspectives on spatiality, school design and school bullying2021Konferensbidrag (Refereegranskat)
  • 17.
    Horton, Paul
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Utbildningsvetenskap.
    Forsberg, Camilla
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Utbildningsvetenskap.
    Thornberg, Robert
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Utbildningsvetenskap.
    Juridification and judgement calls: Swedish schoolteachers’ reflections on dealing with bullying, harassment, and degrading treatment2021Konferensbidrag (Refereegranskat)
  • 18.
    Forsberg, Camilla
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Utbildningsvetenskap.
    Horton, Paul
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Utbildningsvetenskap.
    Thornberg, Robert
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Utbildningsvetenskap.
    Pupils’ perspectives on playground disputes, harassment and bullying2021Konferensbidrag (Refereegranskat)
  • 19.
    Strindberg, Joakim
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Utbildningsvetenskap.
    Horton, Paul
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Utbildningsvetenskap.
    Thornberg, Robert
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Utbildningsvetenskap.
    Coolness and social vulnerability: Swedish pupils’ reflections on participant roles in school bullying2020Ingår i: Research Papers in Education, ISSN 0267-1522, E-ISSN 1470-1146, Vol. 35, nr 5, s. 603-622Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The aim of the study was to examine Swedish school pupils’ perspectives on why some pupils engage in bullying, support bullying or avoid standing up for the one(s) being bullied, despite a shared understanding that bullying is wrong. Through the use of focus group interviews combined with two bullying vignettes, a total of 74 pupils from grades 5 and 6 (i.e. 11–12 years of age) from two public primary schools in socioeconomically diverse areas were asked for their perspectives on various participant roles in bullying. In interpreting the vignette scenario, the participants emphasised the importance of perceived coolness, as well as the risk of being bullied. In seeking to avoid becoming a ‘victim’ of bullying, the situational roles of ‘bully’, ‘assistant’, ‘reinforcer’ and ‘outsider’ were understood as potential means for promoting, maintaining or protecting one’s own social position. The findings of the study challenge previous understandings of bullying as an act of harmful or aggressive intentionality and rather highlight the relational and situational aspects of bullying.

  • 20.
    Horton, Paul
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Utbildningsvetenskap.
    Forsberg, Camilla
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Utbildningsvetenskap.
    Thornberg, Robert
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Utbildningsvetenskap.
    "It's hard to be everywhere": Teachers' perspectives on spatiality, school design and school bullying2020Ingår i: The International Journal of Emotional Education, E-ISSN 2073-7629, Vol. 12, nr 2, s. 41-55Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In this qualitative study, we explore teachers perspectives on spatiality, school design and school bullying. The study is part of a larger, ongoing ethnographic research project into the relations between school bullying and the institutional context of schooling being conducted in schools in Sweden, focusing on the perspectives of teachers and students from pre-school class up to grade eight. The findings from this particular study are based on participant observations and semi-structured interviews with teachers from pre-school class to grade six (i.e. approx. ages 5-13) at three schools in Sweden. The findings demonstrate that environmental, social and structural elements of school spaces affect both social relations between students and teachers ability to prevent school bullying. Taken as a whole, the study highlights the importance of looking beyond the issue of supervision in schools and considering in more detail the ways in which spatiality and school design influence school bullying and preventative work in schools.

  • 21.
    Horton, Paul
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Utbildningsvetenskap.
    Reframing school bullying: The question of power and its analytical implications2020Ingår i: Power and Education, E-ISSN 1757-7438, Vol. 9, nr 1, s. 89-121Artikel i tidskrift (Refereegranskat)
    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.

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  • 22.
    Horton, Paul
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Utbildningsvetenskap.
    Forsberg, Camilla
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Utbildningsvetenskap.
    Safe spaces? A social-ecological perspective on student perceptions of safety in the environment of the school canteen2020Ingår i: Educational research (Windsor. Print), ISSN 0013-1881, E-ISSN 1469-5847, Vol. 62, nr 1, s. 95-110Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Background Research suggests that negative peer interactions that compromise student safety and wellbeing often occur in spaces at school that are not easily visible, not adequately monitored, overcrowded and/or relatively unstructured. In a large online survey conducted in Swedish schools by the anti-bullying organisation, Friends, a small proportion of students indicated that they felt unsafe in the school canteen and responded to a question about why they felt unsafe there. As the canteen is often reported to be a space where negative peer interactions, such as harassment, bullying and other forms of school violence, occur, but little is known about why negative peer interactions occur there, we were particularly interested in exploring why some students perceived their school canteen to be an unsafe space. Purpose Taking a social-ecological perspective, our aim was to investigate why students reported feeling unsafe in the environment of the school canteen. Method In order to investigate this question, we analysed 1,547 responses from students in Swedish schools in grades 3-6 (ages 9-12). The responses were from the anti-bullying organisation Friends online questionnaires from 2011 to 2016. In the responses, students who indicated that they felt unsafe in the school canteen explained why they felt this way. Data were analysed qualitatively, using a six-step thematic approach. Findings The analysis identified four key themes: Space constraints, Time restrictions, The risk of social blunders and The negative actions of others. We discuss the findings in terms of the macrosystem, exosystem, mesosystem and microsystem. Conclusions In matters of student safety and wellbeing, we argue that it is not only important to consider the social context, but also how that context is interconnected with environmental and structural elements.

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  • 23.
    Strindberg, Joakim
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Utbildningsvetenskap.
    Horton, Paul
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Utbildningsvetenskap.
    Thornberg, Robert
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Utbildningsvetenskap.
    The fear of being singled out: Pupils' perspectives on victimisation and bystanding in bullying situations2020Ingår i: British Journal of Sociology of Education, ISSN 0142-5692, E-ISSN 1465-3346, Vol. 41, nr 7, s. 942-957Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The article explores 5th and 6th grade pupils’ reflections on why pupils may refrain from intervening in bullying, despite understanding that bullying is wrong. The findings are based on focus group interviews conducted with 74 Swedish school pupils, who were asked for their perspectives on the various participant roles depicted in a bullying vignette. The findings were analysed using methods from constructivist grounded theory and through the theoretical lens of Goffman’s concept of social stigma. The interviewees emphasised the implications of being positioned as the ‘victim’, including being socially stigmatised, isolated, denigrated and further bullied, and suggested that the fear of being ‘singled out’ would be a main concern for pupils, and hence the driving force behind why they may refrain from intervening in defence of a victimised peer. The study thus highlights the associated processes of social stigmatisation and the non-intervention of pupils in school bullying situations.

  • 24.
    Horton, Paul
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Utbildningsvetenskap.
    Forsberg, Camilla
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Utbildningsvetenskap.
    Juridification and the ungendering of school bullying2019Ingår i: Policing schools: school violence and the juridification of youth / [ed] Johannes Lunneblad, Cham: Springer, 2019, 1, s. 127-139Kapitel i bok, del av antologi (Refereegranskat)
    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.

  • 25.
    Horton, Paul
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Utbildningsvetenskap.
    Recognising shadows: masculinism, resistance, and recognition in Vietnam2019Ingår i: Norma, ISSN 1890-2138, E-ISSN 1890-2146, Vol. 14, nr 1, s. 66-80Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Pride parades, LGBT rights demonstrations, and revisions to the Marriage and Family Law highlight the extent to which norms and values related to gender, sexuality, marriage, and the family have recently been challenged in Vietnam. They also illuminate the gendered power relations being played out in the socio-cultural context of Vietnam, and thus open up for a more in-depth consideration of the ways in which LGBT people have experienced and resisted these relations in everyday life. Drawing on ethnographic fieldwork conducted in Vietnam's two largest cities, Hanoi and Ho Chi Minh City, in 2012, this article discusses the relations between these power relations, the dominant Vietnamese discourse of masculinity, or masculinism, and the politics of recognition. In particular, it focuses on the ways in which Vietnamese gay men have resisted heteronormative normalising practices in their search for the recognition of self and others. Utilising the local term bóng, or ‘shadow’, the article highlights the ways in which light and shadow can be used metaphorically to understand gay men's struggles for the recognition of self and others in contemporary Vietnam.

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  • 26.
    Horton, Paul
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Utbildningsvetenskap.
    Rydstrom, Helle
    Lund University, Department of Gender Studies, Sweden.
    Reshaping boundaries: Family politics and GLBTQ resistance in urban Vietnam2019Ingår i: Journal of GLBT Family Studies, ISSN 1550-428X, E-ISSN 1550-4298, nr 3, s. 290-305Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Although Vietnamese society is currently undergoing significant changes with regards to the rights and perceptions of gay, lesbian, bisexual, transgender, and queer (GLBTQ) people, dominant socio-cultural norms related to gender, sexuality, and the importance of the patrilineal family regime continue to cast a shadow over the lives of GLBTQ in contemporary Vietnam. Based on ethnographic fieldwork conducted in the urban centers of Hanoi and Ho Chi Minh City, as well as legal documents and secondary sources, this article illustrates how dominant heteronormative socio-cultural norms have contributed to the political, legal, and social exclusion of same-sex sexualities through a process of outlawing, whereby GLBTQ have been systematically excluded from the rights of law. Drawing on qualitative interviews with gay men and lesbian women between the ages of 20 and 50, the article also highlights how this relation of domination has allowed for instances of GLBTQ resistance, through subversive opposition, strategies of avoidance, and the seeking out of new opportunities in urban spaces outside the dominant sociality. The article thus provides a qualitatively nuanced account of family politics and GLBTQ resistance in urban Vietnam at a significant socio-political historical juncture.

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  • 27.
    Horton, Paul
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Utbildningsvetenskap.
    School bullying and bare life: Challenging the state of exception2019Ingår i: Educational Philosophy and Theory, ISSN 0013-1857, E-ISSN 1469-5812, Vol. 51, nr 14, s. 1444-1453Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Despite a vast amount of research into school bullying and the widespread implementation of anti-bullying policies and programs, large numbers of students continue to report that they are routinely subjected to bullying by their peers. In this theoretical article, I argue that part of the problem is that there has been a lack of critical discussion of the theoretical foundations upon which such studies are based. Drawing on recent theoretical contributions within the field of school bullying, the work of anthropologist James C. Scott, and the work of philosophers Michel Foucault and Giorgio Agamben, I take particular issue with the notion of power that has long been a foundational pillar of bullying definitions. Utilizing a Foucauldian understanding of power, I argue that rather than focusing on the power imbalance involved in bullying relations, focus instead needs to shift onto the role that bullying plays in power relations. Reimagining Agamben’s figure of homo sacer as a victim of school bullying, I consider the ways in which some individuals are reduced to bare life and forced into a state of exception whereby social laws are no longer deemed applicable. The article concludes with a discussion of how this state of exception might be challenged.

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  • 28.
    Horton, Paul
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Utbildningsvetenskap.
    The bullied boy: masculinity, embodiment, and the gendered social-ecology of Vietnamese school bullying2019Ingår i: Gender and Education, ISSN 0954-0253, E-ISSN 1360-0516, Vol. 31, nr 3, s. 394-407Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article considers the ways in which school bullying is both gendered and embodied. Drawing on ethnographic fieldwork conducted in two lower-secondary schools in northern Vietnam, the article focuses on the experiences of one ninth-grade boy, who was regularly bullied by his classmates, and whose experiences of bullying appeared to be embodied for all to see. Inspired by Arthur Brittan’s notion of masculinism, Elizabeth Grosz’s use of the möbius strip metaphor for understanding embodiment, and Urie Bronfenbrenner’s conceptualization of the ecological environment, I argue that school bullying needs to be understood not only in terms of the interactions between individuals or groups of individuals, but also in terms of the specific gendered social-ecological environment within which those interactions occur.

  • 29.
    Forsberg, Camilla
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Utbildningsvetenskap.
    Horton, Paul
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Utbildningsvetenskap.
    A thematic analysis of students’ descriptions of bullying experiences2018Konferensbidrag (Övrigt vetenskapligt)
  • 30.
    Horton, Paul
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Utbildningsvetenskap.
    Forsberg, Camilla
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Utbildningsvetenskap.
    School cafeterias as social arenas for school bullying2018Konferensbidrag (Övrigt vetenskapligt)
  • 31.
    Horton, Paul
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Utbildningsvetenskap.
    Towards a critical educational perspective on school bullying2018Ingår i: Nordic Studies in Education, ISSN 1891-5914, E-ISSN 1891-5949, Vol. 38, nr 4, s. 302-318Artikel i tidskrift (Refereegranskat)
    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.

  • 32.
    Horton, Paul
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Utbildningsvetenskap. Linköpings universitet, Institutionen för tema, Tema Barn.
    Generationing school bullying: age-based power relations, the hidden curriculum and bullying in northern Vietnamese schools2016Ingår i: Generationing Development: a relational approach to children, youth and development / [ed] Roy Huijsmans, London: Palgrave Macmillan, 2016, s. 127-149Kapitel i bok, del av antologi (Refereegranskat)
    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.

  • 33.
    Horton, Paul
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Portraying monsters: framing school bullying through a macro lens2016Ingår i: Discourse. Studies in the Cultural Politics of Education, ISSN 0159-6306, E-ISSN 1469-3739, Vol. 37, nr 2, s. 204-214Artikel i tidskrift (Refereegranskat)
    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.

  • 34.
    Horton, Paul
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Unpacking the bullying doll: Reflections from a fieldwork at the social-ecological square2016Ingår i: Confero: Essays on education, philosophy and politics, E-ISSN 2001-4562, Vol. 4, nr 1, s. 71-95Artikel i tidskrift (Övrigt vetenskapligt)
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  • 35.
    Horton, Paul
    et al.
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Kvist Lindholm, Sofia
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Nguyen, Thu Hang
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Bullying the meek: A conceptualisation of Vietnamese school bullying2015Ingår i: Research Papers in Education, ISSN 0267-1522, E-ISSN 1470-1146, s. 1-11Artikel i tidskrift (Refereegranskat)
    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.

  • 36.
    Horton, Paul
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Bystanding: On the ethics of conducting participant observations of school bullying2015Konferensbidrag (Övrigt vetenskapligt)
    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.

  • 37.
    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 Vietnam2015Ingår i: Culture, Health and Sexuality, ISSN 1369-1058, E-ISSN 1464-5351, Vol. 17, nr 9, s. 1059-1073Artikel i tidskrift (Refereegranskat)
    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.

  • 38.
    Horton, Paul
    et al.
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Forsberg, Camilla
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Utbildningsvetenskap.
    Essays on school bullying: Theoretical perspectives on a contemporary problem2015Ingår i: Confero: Essays on education, philosophy and politics, E-ISSN 2001-4562, Vol. 3, nr 2, s. 6-16Artikel i tidskrift (Övrigt vetenskapligt)
  • 39.
    Horton, Paul
    Department of Gender Studies, Lund University, Lund, Sweden.
    Note passing and gendered discipline in Vietnamese schools2015Ingår i: British Journal of Sociology of Education, ISSN 0142-5692, E-ISSN 1465-3346, Vol. 36, nr 4, s. 526-541Artikel i tidskrift (Refereegranskat)
    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.

  • 40.
    Horton, Paul
    Department of Gender Studies, Lund University, Lund, Sweden.
    'I thought I was the only one': the misrecognition of LGBT youth in contemporary Vietnam2014Ingår i: Culture, Health and Sexuality, ISSN 1369-1058, E-ISSN 1464-5351, Vol. 16, nr 8, s. 960-973Artikel i tidskrift (Refereegranskat)
    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.

  • 41.
    Horton, Paul
    Department of Gender Studies, Lund University, Lund, Sweden.
    Being (mis)recognized: Queer migration, urbanization and recognition in contemporary Vietnam.2013Konferensbidrag (Övrigt vetenskapligt)
  • 42.
    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.2013Konferensbidrag (Övrigt vetenskapligt)
  • 43.
    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.2013Konferensbidrag (Övrigt vetenskapligt)
  • 44.
    Horton, Paul
    Department of Gender Studies, Lund University, Lund, Sweden.
    Transversal Dialogues2013Konferensbidrag (Övrig (populärvetenskap, debatt, mm))
  • 45.
    Horton, Paul
    Department of Gender Studies, Lund University.
    Bullied into it: bullying, power and the conduct of conduct2012Bok (Refereegranskat)
    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.

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    presentationsbild
  • 46.
    Horton, Paul
    Department of Gender Studies, Lund University, Lund, Sweden.
    Homophobia in Vietnam2012Konferensbidrag (Övrig (populärvetenskap, debatt, mm))
  • 47.
    Horton, Paul
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Aged security, power and violence.2011Konferensbidrag (Övrigt vetenskapligt)
  • 48.
    Horton, Paul
    et al.
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Rydstrom, Helle
    Department of Gender Studies, Lund University.
    Heterosexual Masculinity in Contemporary Vietnam: Privileges, Pleasures, and Protests2011Ingår i: Men and Masculinities, ISSN 1097-184X, E-ISSN 1552-6828, Vol. 14, nr 5, s. 542-564Artikel i tidskrift (Refereegranskat)
    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.

  • 49. Beställ onlineKöp publikationen >>
    Horton, Paul
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    School Bullying and Power Relations in Vietnam2011Doktorsavhandling, monografi (Övrigt vetenskapligt)
    Abstract [sv]

    Mot bakgrund av det etablerade påståendet att maktrelationer har en central betydelse i skolmobbning fokuserar denna avhandling sambandet mellan skolmobbning och maktrelationer inom den Vietnamesiska grundskolan. Avhandlingen är baserad på omfattande etnografiska fältstudier i två grundskolor i den nordöstra Vietnamesiska hamnstaden Haiphong. Fältstudierna består av deltagande observationer, enkätdata, gruppintervjuer och individuella intervjuer med elever och lärare. Avhandlingen ifrågasätter den hittills dominerande förståelsen av mobbning som avsiktligt aggressiva handlingar och skiftar fokus bort från det individuella till ett mer djupgående betraktande av maktrelationer och den roll mobbning spelar inom det institutionella skolsammanhanget. Istället för att förstå makt som något som vissa individer innehar och som de genom mobbning missbrukar, antar avhandlingen ett foucaldianskt perspektiv där makt förstås som något som utövas i strategiska situationer. På så sätt illustrerar avhandlingen hur skolor inte bara tillhandahåller miljön för skolmobbning utan också den disciplinära ram inom vilken skolmobbning ges mening.

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  • 50.
    Horton, Paul
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    School Bullying and Social and Moral Orders2011Ingår i: Children & society, ISSN 0951-0605, E-ISSN 1099-0860, Vol. 25, nr 4, s. 268-277Artikel i tidskrift (Refereegranskat)
    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.

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