Bullies, bullying and power in the contexts of schooling

Bansel, Peter; Davies, Bronwyn; Laws, Cath; Linnell, Sheridan

doi:10.1080/01425690802514391

Cited by 78 publications

(58 citation statements)

References 8 publications

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“…as Bansel et al (2009) show, bullies are often readmitted to this community once they have shown the requisite remorse.…”

Section: Narrative and Conflict: Explorations In Theory Andmentioning

confidence: 99%

Deconstructing the Policing of the Normal: An Examination of the Work Done by Undercover Anti-Bullying Teams

Winslade

2013

NCETP

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Bronwyn Davies and her colleagues have argued for a Foucauldian analysis of bullying relations in schools as an alternative to the common assumption of pathological moral character in the bully. In a Foucauldian analysis, bullying works to maintain discursive categories of normality through marking those who differ as other. Bullying discourages dissensus and polices social norms more than it deviates from them. This paper takes up this analysis and examines the undercover anti-bullying team process for whether it produces greater openness to difference and challenges the discursive logic of bullying.

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“…as Bansel et al (2009) show, bullies are often readmitted to this community once they have shown the requisite remorse.…”

Section: Narrative and Conflict: Explorations In Theory Andmentioning

confidence: 99%

Deconstructing the Policing of the Normal: An Examination of the Work Done by Undercover Anti-Bullying Teams

Winslade

2013

NCETP

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“…Examples of disadvantages are that the strategy takes for granted that certain norms and structural patterns have the same effect on everyone, which research has shown is not the case. Human life is too complex and dynamic to be captured with concepts such as hegemony and ideology (see also Bansel, Davies, Laws & Linnell, 2009;Ekerwald & Säfström, 2012;Kumashiro, 2001;Walkerdine, 1989). Finally, it is also taken for granted that a critical awareness about the production and reproduction of norms and values automatically generates responses to Others that secure their needs and do not harm them.…”

Section: Four Strategies To Handle the Other In Educationmentioning

confidence: 99%

Newly arrived pupils and violence: A CDA analysis of political advices regarding strategies and responsibilities for various actors in Swedish education

Edling¹,

Francia²

2017

Education Sciences and Society

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In the Convention of the right of the Child (CRC) it is stated that all children should be protected from all kinds of violence. However war, social conflicts and climatic catastrophes have placed immigrant children at risk to object for violence. The purpose of this paper is to study how Sweden politically advice actors within the educational field to approach newly arrived pupils in education by placing it in relation to research about violence. What is particularly payed attention to in the policy document is need to oppose the following risks: b) being in risk of exclusion, c) facing perceptions of assimilation, and f) a lack of clear responsibilities amongst the actors assisting the immigrant children. A fuzziness of responsibilities is at time created with concepts such as "the school should". Education for the Other is the most dominant strategy emphasizing that the newly arrived child's needs in education should be recognized as well as the importance to distribute what is lacking to promote the pupil's development. The advices do not say anything about the content of knowledge required amongst various actors in order to do analysis of processes. [1170]

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“…In particular, Bronwyn Davies and her colleagues (Bansel, Davies, Laws, & Linnell, 2009;Davies, 2011;Ellwood & Davies, 2010; see also Winslade, 2013) have argued against the pathologizing of those who bully as having some kind of moral deficit and instead suggest that they are better understood as policing social norms and solidifying identity categories that fit with these norms.…”

Section: Principles Of the Undercover Team Approach -mentioning

confidence: 99%

The Effectiveness of “Undercover Anti-Bullying Teams” as Reported by Participants

Winslade

Williams²,

Barba

et al. 2015

Interpersona

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An analysis of archival data retrieved from a school counselor's careful recording of student responses during the conducting of 35 "undercover anti-bullying teams" reveals a highly positive qualitative account of the success of these teams. A targeted, non-punitive, restorative process calls forth peer influence to transform the bullying relation in a short time-frame. The bullies are involved in the transformation and the victim is never required to confront the bullies. Student responses show that participants value the chance to help a peer, take up the responsibility of stopping bullying responsibly, and victims are happy with the results. This paper reports on the analysis of archival data collected in one high school in Auckland, New Zealand, on the use of undercover anti-bullying teams to combat bullying relationships. The data is qualitative in nature and is gleaned from records kept in the process of administering the process of setting up and monitoring the work of 35 teams over the course of five years (2006)(2007)(2008)(2009)(2010)(2011). The value of this data is that it provides a glimpse into the effectiveness of the process through the eyes of participants in the process, including victims, bullies and bystanders.An undercover anti-bullying team (Williams, 2010;Williams & Winslade, 2007;Winslade & Williams, 2012) is a unique approach to bullying. It embodies a non-punitive relational approach to the problem of bullying. It invites those who are bullying "to develop positive relationships with the victim and other students and thereby rewrite the bullying story" (Williams, 2010, p. 1). The focus is on transforming the relationship between the bully and the victim rather than on identifying the bully as a problem person and either pathologizing or punishing him or her. Approaches to BullyingEver since Dan Olweus (1978) popularized the concern over bullying, there has developed an accumulation of methods for reducing bullying behavior in schools. Some approaches have been educational in focus (for example,

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Bullies, bullying and power in the contexts of schooling

Cited by 78 publications

References 8 publications

Deconstructing the Policing of the Normal: An Examination of the Work Done by Undercover Anti-Bullying Teams

Deconstructing the Policing of the Normal: An Examination of the Work Done by Undercover Anti-Bullying Teams

Newly arrived pupils and violence: A CDA analysis of political advices regarding strategies and responsibilities for various actors in Swedish education

The Effectiveness of “Undercover Anti-Bullying Teams” as Reported by Participants

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