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  • 1.
    Horton, Paul
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Filosofiska fakulteten.
    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 1469-5847Artikel 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.

  • 2.
    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 bullying2019Ingår i: Research Papers in Education, ISSN 0267-1522, E-ISSN 1470-1146, s. 1-20Artikel 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.

  • 3.
    Horton, Paul
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Filosofiska fakulteten.
    Recognising shadows: masculinism, resistance, and recognition in Vietnam2019Ingår i: Norma, ISSN 1890-2138, E-ISSN 1890-2146Artikel 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.

  • 4.
    Horton, Paul
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Filosofiska fakulteten.
    Reframing school bullying: The question of power and its analytical implications2019Ingår i: Power and Education, ISSN 1757-7438, 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.

  • 5.
    Horton, Paul
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Filosofiska fakulteten.
    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.

  • 6.
    Horton, Paul
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Filosofiska fakulteten.
    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.

  • 7.
    Horton, Paul
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Filosofiska fakulteten.
    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.

  • 8.
    Horton, Paul
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Filosofiska fakulteten.
    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.

  • 9.
    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.

  • 10.
    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, ISSN 2001-4562, Vol. 4, nr 1, s. 71-95Artikel i tidskrift (Övrigt vetenskapligt)
  • 11.
    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.

  • 12.
    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.

  • 13.
    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, ISSN 2001-4562, Vol. 3, nr 2, s. 6-16Artikel i tidskrift (Övrigt vetenskapligt)
  • 14.
    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.

  • 15.
    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.

  • 16.
    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.

  • 17.
    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.

  • 18.
    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.

  • 19.
    Horton, Paul
    Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutionen för tema, Tema Barn.
    Mobning og antimobningspolitik i skolen - inddragelsen af et boerneperspektiv (Bullying and Anti-bullying Policies in Schools - Adopting a Children's Perspective)2007Ingår i: Dansk pædagogisk tidsskrift, ISSN 0904-2393, Vol. 1, s. 34-43Artikel i tidskrift (Refereegranskat)
    Abstract [en]

         

  • 20.
    Horton, Paul
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Searching for Traces of Hegemonic Masculinity in a New Zealand School Setting2007Ingår i: Nordic Journal for Masculinity Studies, ISSN 1890-2138, Vol. 2, nr 1, s. 161-182Artikel i tidskrift (Refereegranskat)
    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.

  • 21.
    Horton, Paul
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Skyld og mobning skaber ensomhed [Blame and Bullying Cause Loneliness]2006Ingår i: Ungdomsforskning, ISSN 1602-0324, Vol. 1, nr 5, s. 31-36Artikel i tidskrift (Övrigt vetenskapligt)
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