Varför tar våldet aldrig slut och vad kan vi göra åt det?

Langmann, Elisabet; Säfström, Carl Anders

doi:10.18261/1891-2018-04-04

Cited by 5 publications

(4 citation statements)

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“…It has been found that the norms of particular classrooms shape pupils' attitudes towards bullying at a collective level (Pozzoli et al, 2012). Bullying has also been associated with class size (Garandeau et al, 2014), seating plans (Horton, 2012(Horton, , 2018b, competition (Duncan, 2013;Gordon & Lahelma, 1996;Jacobson, 2010b;Langmann & Säfström, 2018), boredom (Nassem, 2012), lack of school connectedness (Horton, 2018b), lack of teacher intervention in bullying (Roland & Galloway, 2010), lack of (and/or poor) teacher supervision (Atlas & Pepler, 1998), student density (Horton & Forsberg, 2020;Horton et al, 2020), and school design (Horton & Forsberg, 2020;Horton et al, 2020). It has also been suggested that teachers may contribute to bullying indirectly, for example, through their pedagogical practices, behaviour, and classroom manner (Bibou-Nakou et al, 2012;Horton, 2018b;Juva et al, 2020;Roland & Galloway, 2010).…”

Section: The Context Of Schooling and The Fear Of Being Bulliedmentioning

confidence: 99%

“…In this sense, phenomena such as bullying may not primarily be tied to the individual traits of pupils, but rather arise in the web of social relations, identity construction, and social negotiations of power and influence (Wrethander Bliding, 2004). Such social negotiations may unfold within processes of inclusion and exclusion (Søndergaard, 2012;Wrethander Bliding, 2004), and competition (Duncan, 2013;Jacobson, 2010b;Langmann & Säfström, 2018), which are constantly going on in schools.…”

Section: The Context Of Schooling and The Fear Of Being Bulliedmentioning

confidence: 99%

“…But the physical school is more than a context; it is an aspect in the shaping of these practices and processes producing differentiation. (p. 303) A school is not only its physical structure, but also the compulsory, compressed, controlled, and competitive framework within which teachers and pupils interact (Duncan, 2013;Horton, 2018b;Langmann & Säfström, 2018). This entails, for example, that those subjected to bullying might not escape from other pupils, with whom they may or may not get along (Duncan, 2013;Horton, 2018b), but are rather, "constantly forced to be involved in human relationships that are not of their own choosing" (Yoneyama & Naito, 2003, p. 325).…”

Section: Bullying and Total Institutionsmentioning

confidence: 99%

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”Why Do We Even Bully?” : Exploring the Social Processes of Bullying in Two Swedish Elementary Schools

Strindberg

2021

Linköping Studies in Behavioural Science

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This dissertation is part of a research project entitled, The social and moral processes of bullying (grant no. D0775301). The purpose of this project was to examine bullying and bystander behaviours from the perspective of pupils. All research discussed has undergone ethical review (Dnr 2015/342-31, and Dnr 2019-01507). All names of schools, teachers and pupils have been replaced by pseudonyms to ensure confidentiality.I would like to give a special thanks to the pupils who shared their experiences, and who thus not only made this work possible but also, through sharing their experiences, became an important part of the continuous work to prevent bullying in schools. I would like to thank the principals and teachers of the participating schools, not least for their helpfulness, curiosity, and commitment.Thanks to Helene Elvstrand for agreeing to be the opponent at my 60% seminar, for your reading and for your constructive suggestions in developing the texts. Thanks to Ylva Odenbring for agreeing to be a reviewer at my 90% seminar, and for your careful reading and your comments and suggestions for improvement. Thanks to Ann-Marie Markström and Lina Söderman Lago for taking the time to be part of the reading group, and for your careful reading, which has significantly improved this work.Thanks to my supervisors, Paul Horton and Robert Thornberg. You have both been very supportive and helpful and let me take great responsibility for the implementation of this work. Through your support and your trust in me, I have been able to grow not only as a researcher and teacher, but also as a person. Thanks also to my colleagues at the IBL Division of Education, Teaching and Learning. I have greatly appreciated being your colleague during the years of this work! Thank you, Johan Forsell with whom I shared an office for six years. It has been uplifting to discuss everything from Bauman to Thåström, and I have greatly appreciated having someone to share the challenges and hopes of writing a dissertation in order to become a "real" researcher. Thanks also to Michael Tholander for the uplifting conversations, and for the film, series, and literature tips over the years. I have really enjoyed getting to know you! I want to thank my family -Eva-Marie, for always being there for me, and for helping me with whatever I needed help with. Johan, my older brother, for all the tips on how to manage life, for letting me know about good restaurants in Stockholm, and for your help with the cover photo of this dissertation! A special thanks also to my siblings, Elias, Jenny, and Alex! Thanks to Kenneth, for all the conversations about life in academia, about scientific theory and practice, for reading my texts, and for all the evenings listening to vinyl together. Thank you, Margareta and Per, for the summers at Åstol, and for being such caring grandparents to John and Vilhelm. Thanks to Karin for helping me understand academia, for all your time reading my early drafts, and for being such a loving mother to John and Vilhelm. Lastly, I want ...

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Section: The Context Of Schooling and The Fear Of Being Bulliedmentioning

confidence: 99%

Section: The Context Of Schooling and The Fear Of Being Bulliedmentioning

confidence: 99%

Section: Bullying and Total Institutionsmentioning

confidence: 99%

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”Why Do We Even Bully?” : Exploring the Social Processes of Bullying in Two Swedish Elementary Schools

Strindberg

2021

Linköping Studies in Behavioural Science

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“…Resultaten av de olika uppdragen presenterades i flera rapporter, till exempel Diskriminerad, trakasserad, kränkt (Skolverket, 2009a) och Utvärdering av metoder mot mobbning (Skolverket, 2011a). Rapporterna visade bland annat att skolor och förskolor satte en alltför hög tilltro till olika manualbaserade program för att motverka mobbning, men att flera sådana program snarare bidrog till ökad mobbning (jmf Langmann & Säfström, 2018;Skolverket, 2011a). Resultatet visade att det fanns ett behov av nya rutiner och riktlinjer kring hur arbete med diskriminering och kränkning skulle implementeras i utbildningen så att målet med lagarna skulle kunna uppfyllas.…”

Section: Skolverkets Uppdrag Och Roll Som Myndighetunclassified

”Normkritisk vaccination” - Normkritik och normkritisk pedagogik i Skolverkets rapporter och råd 2009 – 2014

Hill

2021

pfs

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Artikeln granskar Skolverkets rekommendationer och råd om att använda normkritik och normkritisk pedagogik i arbetet med att främja lika villkor samt förebygga och förhindra diskriminering och trakasserier i skola och förskola. Med utgångspunkt i en poststrukturalistisk förståelse av policy och politisk styrning analyseras Skolverkstexter mellan 2009 och 2014 med hjälp av Carol Bacchis och Susan Goodwins analysmetod ”What’s the problem represented to be” (WPR). Resultatet visar att normkritik ofta framställs som en ”teknik” som ska ”införas” och att det både är ”lätt” och ”enkelt” och normkritik beskrivs som ett ”vaccin” mot diskriminering. Det problem som konstrueras och tas för givet i texterna är att lärare och elever är omedvetna om de normer som existerar och att skapa medvetande om normer blir därför en viktig metod (teknik). Det underliggande förgivettagandet är att alla, såväl lärare som elever, har samma intresse av att omvandla diskriminerande normer liksom att de har samma syn på vad som är diskriminerande normer. Därmed synliggörs inte maktrelationer eller ojämlika strukturella villkor.

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Critique of the Bullying Research Program

Horton¹

2021

The Wiley Blackwell Handbook of Bullying

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Varför tar våldet aldrig slut och vad kan vi göra åt det?

Cited by 5 publications

References 2 publications

”Why Do We Even Bully?” : Exploring the Social Processes of Bullying in Two Swedish Elementary Schools

”Why Do We Even Bully?” : Exploring the Social Processes of Bullying in Two Swedish Elementary Schools

”Normkritisk vaccination” - Normkritik och normkritisk pedagogik i Skolverkets rapporter och råd 2009 – 2014

Critique of the Bullying Research Program

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