(Cyber)Bullying in schools – when bullying stretches across cON/FFlating spaces

Bork-Hüffer, Tabea; Mahlknecht, Belinda; Kaufmann, Katja

doi:10.1080/14733285.2020.1784850

Cited by 30 publications

(17 citation statements)

References 60 publications

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“…Regulations in the discipline given by schools such as implementing socialization for children about bullying and its consequences of bullying in student life at a later date. 19 Teachers always assist students in the school environment both in the learning process and in behaviour outside of learning in school. Provide various kinds of learning models so that children can interact and work together and respect each other with other friends.…”

Section: Discussionmentioning

confidence: 99%

The Anticipation of Schools Bullying

Hidayati

Cahyani²,

Rahayu

et al. 2020

SEANR

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Bullying is an action to harm other people that continuously happen either in groups or individually. Bullying could happen in a school environment to the students who are quiet, small and to those unable to defend themselves. This study aims to determine the anticipation of bullying in the school environment. The frequency distribution test results obtained that 250 teachers were in the sufficient category in anticipating bullying prevention and 3 teachers were still in the poor category. The research hopefully can stop bullying in the school environment. Bullying is an action to harm other people which is carried out continuously either in groups or individually. Bullying could occur in a school environment to students who are quiet, small and those unable to defend themselves. Bullying prevented by regulations that could be valid to all school members. The study aims to determine the anticipation of bullying in the school environment. The frequency distribution test results obtained that 250 teachers were in the sufficient category in anticipation of bullying prevention and 3 teachers were still in the poor category. The research hopefully can stop bullying in the school environment.

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Section: Discussionmentioning

confidence: 99%

The Anticipation of Schools Bullying

Hidayati

Cahyani²,

Rahayu

et al. 2020

SEANR

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“…Furthermore, while the home space, with various functionalities already intersecting in it, becomes the (new) individual educational and learning space, this does not mean that students find themselves alone in this new assemblage. Rather, they are embedded in altered relational networks [36], in which people, objects, and routines remain closely connected [35] and sociality, including the collective of the university, is maintained by digital means [37]. Following Bork-Hüffer et al [38], one can speak of cON/FFlating educational and learning spaces that are simultaneously shaped by entangled socio-material and techno-social relations and spaces.…”

Section: Effects Of the Covid-19 Pandemic On The Spatiality Of University Students' Education And Learningmentioning

confidence: 99%

University Students’ Perception, Evaluation, and Spaces of Distance Learning during the COVID-19 Pandemic in Austria: What Can We Learn for Post-Pandemic Educational Futures?

et al. 2021

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The COVID-19 pandemic caught societies worldwide unprepared in 2020. In Austria, after a lockdown was decreed on 16 March 2020, educational institutions had to switch to a patched-up distance learning approach, which has been largely maintained to date. This article delivers empirical insights from an interdisciplinary mixed-methods research study that investigated university students’ perceptions of and experiences with distance learning as well as their educational (home) spaces during the pandemic in Innsbruck, Austria. It combines results from a quantitative survey conducted with 2742 students in early 2021 with a qualitative multi-method and longitudinal research study that accompanied 98 students throughout four data-collection phases in 2020. Results show a significant improvement since spring 2020 with both teachers and learners adjusting to the distance learning formats and the use of digital tools, yet students urgently desired a return to face-to-face teaching and university life, particularly for its social benefits. Strikingly, more than half of the participants wanted to maintain the option of overall distance education after the pandemic. Based on the perspectives of students, it is appropriate to demand significant changes in post-pandemic education adapted to the era of the post-digital, for which this article gives short-term as well as medium-term recommendations.

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“…In this article we highlighted three major findings: First, with lockdown measures coming into force, many students left the city, turning it for this group from a socio-materially-technologically experienced place (Bork-Hüffer et al, 2020) to a place solely digitallymediated from afar. The discourses that reached these students through online news media and social media often evoked perceptions and imaginaries of the city as a place of ills, constructed as a place where people deviate from expected behaviours under lockdown measures and framed as a risk space for the contraction of the virus.…”

Section: City Life No More? Discussion and Conclusionmentioning

confidence: 99%

City-Life No More? Young Adults’ Disrupted Urban Experiences and Their Digital Mediation under Covid-19

Kaufmann

Straganz

Bork-Hüffer

2020

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The Covid-19 pandemic temporarily, yet significantly, reshuffled the position, functions and (mediated) constructions of cities and urban places. The national lockdown, implemented by Austria on 16 March 2020, turned cities overnight from centres of hybrid cultural, economic, social, political life and power to places where urban life(styles) were put on hold. This article begins by presenting first key results of a longitudinal study with young adults studying in educational institutions in the state of Tyrol through the harshest country-wide lockdown measures and their gradual withdrawal. We analyse how participants coped with the disruption of their urban lives and lifestyles and the strategies they employed to compensate. We highlight three main insights. First, participants who had originally migrated to the city from their (often rural) hometowns largely returned to join their families. From there, no longer being an object of physical experience, the city became a digitally imagined, constructed and communicated place, reiterating public discourses that condemned the city as a place where lockdown measures were breached, and the virus spread unchecked. Second, where possible and adapted to the affordances of digital media, students shifted their previous lifestyles to digital space as well as created innovative ways of socialising digitally—thus producing alternative digital forms of urban lifestyles and digitally-mediated urban experiences. Third, during the lockdown period, the importance, use intensity as well as a variety of digital media peaked tremendously. This trend, however, was short-lived as yearned-for offline sociability largely returned to the city once measures were relaxed, leaving those in rural homes detached from their urban peers.

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(Cyber)Bullying in schools – when bullying stretches across cON/FFlating spaces

Cited by 30 publications

References 60 publications

The Anticipation of Schools Bullying

The Anticipation of Schools Bullying

University Students’ Perception, Evaluation, and Spaces of Distance Learning during the COVID-19 Pandemic in Austria: What Can We Learn for Post-Pandemic Educational Futures?

City-Life No More? Young Adults’ Disrupted Urban Experiences and Their Digital Mediation under Covid-19

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