Bullying affects: the affective violence and moral orders of school bullying

IF 4 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Critical Studies in Education Pub Date : 2023-04-03 DOI:10.1080/17508487.2023.2193421

B. Lohmeyer, Steven Threadgold

引用次数: 1

Abstract

ABSTRACT Second paradigm school bullying scholars are challenging the reliance on psychological and behavioural paradigms both in Australia and globally. Approaching bullying as ‘social violence’ has enabled previously underexplored social and cultural dimensions to receive much-needed focus. Bourdieu’s ‘symbolic violence’ offers an avenue to explore the moral and affective dimensions of school bullying as ‘social violence’, yet it contains a controversial complicity dynamic that must not be overlooked. This paper considers three narratives of teacher-to-student bullying gathered through interviews and focus groups with 11 young people 17–20 years of age enrolled in secondary education in South Australia. Through these narratives, we reimagine symbolic violence as ‘affective violence’ where complicity is attributed to the institutional and social dynamics. This approach focuses away from discourses of individual responsibility reinforced by the first paradigm of school bullying and identifies the institutional and social origins of harm.

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来源期刊

Critical Studies in Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

10.10

自引率

5.10%

发文量

期刊介绍： Critical Studies in Education is one of the few international journals devoted to a critical sociology of education, although it welcomes submissions with a critical stance that draw on other disciplines (e.g. philosophy, social geography, history) in order to understand ''the social''. Two interests frame the journal’s critical approach to research: (1) who benefits (and who does not) from current and historical social arrangements in education and, (2) from the standpoint of the least advantaged, what can be done about inequitable arrangements. Informed by this approach, articles published in the journal draw on post-structural, feminist, postcolonial and other critical orientations to critique education systems and to identify alternatives for education policy, practice and research.