The construction and maintenance of exclusion, control and dominance through students’ social sitting practices

Dytham, Siobhan

doi:10.1080/01425692.2018.1455494

Cited by 7 publications

(3 citation statements)

References 33 publications

(24 reference statements)

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“…Subsequent changes tend to be temporary as with a teacher's organization of physical space (via desks and chairs and people) in the attempt to manage the social space of individual-, pair-, group-and whole class-work. Students too are accomplished spatial organizers with extensive repertoires for ordering physical space and people (Dytham 2018) although their space-organizing resources (e.g. spatial distribution and orientation of their own bodies) are less permanent even than teachers' tables or architects' walls, wings and floors.…”

Section: The Relationship Between Instrument Technique and Tool (Schmentioning

confidence: 99%

Built policy: school-building and architecture as policy instrument

Wood

2019

Journal of Education Policy

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School architecture is often taken for granted both in use (where it is naturalized) and in writing on education policy (tending to feature simply as policy setting.) Built policy instead points up the active and ongoing role of the material environment in shaping education. From financing and procurement to the design of individual classrooms, the paper works across architecture, sociology and policy studies to clarify the relationship between different dimensions of physical and social space and so provide a useful theoretical ground for future work. What is special about school-building and architecture that enables them to do policy? How are they used to do it? By whom? From city planners to students, a range of actors use different space-organizing resources to attempt the instantiation of (and challenges to) policy in built form. These processes are explored first theoretically, then empirically through a new Academy school in England. The paper deepens understanding of what policy is, emphasizing its intimate if taken for granted spatial characteristics, its ongoing-ness in built form and its travel by means of circulating images of buildings and spaces.

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Section: The Relationship Between Instrument Technique and Tool (Schmentioning

confidence: 99%

Built policy: school-building and architecture as policy instrument

Wood

2019

Journal of Education Policy

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“…Popularity is a key mechanism for policing and defining femininity through a process of clique formation and othering in school (Dytham, 2018b). The regulation of behaviors by female peers through a process of engaged and disengaged behaviors results in what Dytham (2018a) refers to as emphasized femininity.…”

Section: Introductionmentioning

confidence: 99%

“…It is within this regulation of hyper heteronormative behavior promoting “sexiness” or “ladishness” that post-feminish girl power is located, characterized as a display of power, sass, and freedom (Dobson, 2014). Policing plays an integral role in defining popularity as it is measured against constructs of femininity (Brown, 2011; Closson, 2009; Dytham, 2018b). Indeed, it is argued that popularity has more to do with who has greatest social power rather than who is considered as the most liked within a peer group (Closson, 2009).…”

Section: Introductionmentioning

confidence: 99%

“I’m Actually a Female Empowerer”: Student Perspectives on a Critical Pedagogical Approach to Re/Engage At-Risk Females in School

MacMaoilir

McGillicuddy

2022

Education and Urban Society

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Internationally, there is increasing concern regarding the disengagement of marginalized students, particularly girls, from the formal education system, particularly since Covid-19. Students experiencing oppression/marginalization within urban education systems are considered at-risk from poor attendance, early school leaving, underperformance, low self-confidence, and social exclusion. In considering Paolo Freire’s conceptualization of education as “the practice of freedom,” this paper presents findings from an intervention, the Female Empowerment Group, a critical pedagogical approach to re/engaging at-risk female students in school. The Female Empowerment Group created a space for at-risk female students to explore complex contemporary issues shaping the intersectionality of their identities as marginalized, feminized, and politicized citizens in/outside school. Drawing on findings from a mixed methods design (quantitative surveys ( n = 21 girls), qualitative interviews ( n = 9 students, 7 teachers, 2 parents), Ketso ( n = 9 students), this study presents the power of critical pedagogy for empowering and re/engaging at-risk students in school. Findings illustrate the powerful impact of a critical pedagogical approach for empowering students, enhancing self-confidence, motivation, empathy, and engagement with issues impacting their lives. Reported outcomes included more positive relationships with adults/peers, increased re/engagement in class and enhanced sense of belonging in school.

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“Zero interaction”, ignoring and acts of omission in the school ecology: Peer ostracism from the perspective of involved adolescents

Konieczna

2024

Soc Psychol Educ

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This study focuses on one type of excluding and isolating behaviour, the essence of which is the breakup of social interactions with a group member, which falls within the commonly accepted definition of ostracism. Based on interviews with 29 adolescents aged 12–18 (including 15 girls and 14 boys, all of whom were students in public schools without migrant backgrounds), an analysis of the content and typology of peer ostracism in school classrooms was conducted, emphasizing the perspective of those directly involved in the ostracism, i.e., the perpetrators. Three main dimensions and behavioural aspects related to ostracism emerged from the data: “Avoidance (Zero Interaction)”, “Expulsion from Group” and “Complete Ostracism”. The results indicate that the identified forms of ostracism rarely occur in a pure form, and are most often carried out in combination with non-verbal acts of overt exclusion. Furthermore, peer ostracism in group-class communities, which is consensual and chronic in nature, may reflect a distinct variant that qualifies for independent study. The paper also discusses directions for future research and actions to improve the social classroom environment.

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The construction and maintenance of exclusion, control and dominance through students’ social sitting practices

Cited by 7 publications

References 33 publications

Built policy: school-building and architecture as policy instrument

Built policy: school-building and architecture as policy instrument

“I’m Actually a Female Empowerer”: Student Perspectives on a Critical Pedagogical Approach to Re/Engage At-Risk Females in School

“Zero interaction”, ignoring and acts of omission in the school ecology: Peer ostracism from the perspective of involved adolescents

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