Stigma Is the Origin of Bullying

Huggins, Michael

doi:10.15365/joce.1903092016

Cited by 18 publications

(17 citation statements)

References 33 publications

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“…Goffman (1986) suggests that 'stigma management is a general feature of society, a process occurring wherever there are identity norms' (130). Stigma processes include a number of interlinked components, including the identification of difference, labelling through the use of stigma-terms, stereotyping based on the perceived difference, isolation from those deemed 'normal', status reduction and denigration through teasing, harassment, bullying, and so on, and the subsequent maintenance of distinctions between those perceived as different and those deemed 'normal' (Link and Phelan 2001;Huggins 2016;Strindberg, Horton, and Thornberg 2020b). Just like presentations of self, stigma processes are coupled to the broader social structures underpinning them.…”

Section: School Bullying Social Power and The Presentation Of Selfmentioning

confidence: 99%

“…This response illuminates the ways in which stigmatisation can lead to social isolation through the associated risk of social contamination, and thus how the boundaries of 'us' and 'them' may be reinforced (Goffman 1986;Huggins 2016;Strindberg, Horton, and Thornberg 2020b). Social exclusion may thus not simply be about the hurtful intentions of those involved, but rather some may perceive their choice of friends to be partially out of their control: 'My friends don't let me choose for myself who I do or don't want to be friends with.…”

Section: Theme 6: Relationsmentioning

confidence: 99%

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‘Because I am me': school bullying and the presentation of self in everyday school life

Forsberg

Horton

2020

Journal of Youth Studies

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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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Section: School Bullying Social Power and The Presentation Of Selfmentioning

confidence: 99%

Section: Theme 6: Relationsmentioning

confidence: 99%

‘Because I am me': school bullying and the presentation of self in everyday school life

Forsberg

Horton

2020

Journal of Youth Studies

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“…Related to this, it suggests a need to consider the importance of the school context, and the ways in which students may resist and seek to ‘carve out “spaces of control”’ (Giddens, 1982: 197–198). Such attempts may take the form of ‘secondary adjustments’, which are used to get around institutional demands and expectations (Goffman, 1991), ‘rituals of resistance’ such as off-topic talk, joking, or teasing (McLaren, 1985), ‘hidden transcripts’ enacted behind the back of authority (Scott, 1990), or the stigmatization (Goffman, 1986; Huggins, 2016) of those who align, or fail to align, themselves with schooling.…”

Section: Power and Its Analytical Implicationsmentioning

confidence: 99%

Reframing school bullying: The question of power and its analytical implications

Horton

2019

Power and Education

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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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“…Namun, walaupun menjadi perhatian kasus bullying tidak menampakkan angka penurunan (Swearer et al, 2014). Fenomena bullying tampaknya akan selalu ada dimanapun manusia berada yang dirasa semakin meluas seiring dengan meningkatnya tindak kekerasan (Huggins, 2016). Di dunia pendidikan bullying merupakan salah satu masalah sosial yang cukup berkembang.…”

Section: Pendahuluanunclassified

Mengenal Perilaku Bullying di Sekolah

Widianti

2019

JBK

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This article illustrates how bullying behavior occurs in the world of education, especially schools. The method used in this study is descriptive analysis, by looking for things related to bullying that occur at school. Bullying is one of the problems in school and is difficult to eliminate. Bullying has become a widespread concern, but bullying has not shown a decline. There are many negative effects caused by bullying, both from people who suffer from bullying and victims of bullying. Guidance and counseling teachers as important actors in the world of education need to obtain information to overcome this problem. Because if the behavior of bullying has become a common thing to do, it will result in the education process not being good. Everyone is free to take action that will cause disruption of the education process at school. In conditions like this, guidance and counseling are very important in improving and eliminating the bullying behavior that exists in school. That way, the conditions that should be created in the school environment, namely mutual respect and respect.

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Stigma Is the Origin of Bullying

Cited by 18 publications

References 33 publications

‘Because I am me': school bullying and the presentation of self in everyday school life

‘Because I am me': school bullying and the presentation of self in everyday school life

Reframing school bullying: The question of power and its analytical implications

Mengenal Perilaku Bullying di Sekolah

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