你得了这种病：儿童文化中的厌恶如何塑造学校欺凌

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH

Ethnography and Education Pub Date : 2020-12-25 DOI:10.1080/17457823.2020.1864655

Eran Hakim

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引用次数: 1

摘要

摘要本文将民族志经验带到了现有的学校欺凌研究领域，通过关注儿童文化这一重要方面来完善我们的理解。基于14个月的实地调查和对9岁欺凌受害者Anat案件的仔细分析，本文确定了一种独特的学校欺凌形式，没有主要的欺凌者。根据关注学生日常生活的理论方法，本文断言，没有主要欺凌者的欺凌植根于儿童文化，这种文化通过将欺凌对象构建为令人厌恶的对象，有效地将欺凌作为一种约束性规范。这篇论文探讨了厌恶如何将校园欺凌塑造成一种无处不在的集体拒绝。它还讨论了干预方案，并建议在这样的社会地位下，一种需要考虑的做法是转移到一个新的环境中，在这个环境中，受欺负的学生不会被迫应对集体强加的偏见。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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You’ve got the disease: how disgust in child culture shapes school bullying

ABSTRACT This paper brings an ethnographic experience to bear on the existing research field of school bullying, rounding out our understanding by focusing on an essential aspect: children’s culture. Based on 14 months of fieldwork and a close analysis of the case of Anat, a 9-year-old victim of bullying, the paper identifies a unique formation of school bullying with no leading bully. Drawing from theoretical approaches which focus on pupils’ everyday life, the paper asserts that bullying without a leading bully is rooted in children’s culture which effectively enforces bullying as a binding norm by constructing its object as disgusting. The paper explores how disgust shapes school bullying into a collective omnipresent rejection. It also discusses intervention programmes and suggests that within such a social position, one practice to consider would be transferring to a new environment where bullied pupils will not be forced to cope with collectively enforced prejudices.

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来源期刊

Ethnography and Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.80

自引率

0.00%

发文量

期刊介绍： Ethnography and Education is an international, peer-reviewed journal publishing articles that illuminate educational practices through empirical methodologies, which prioritise the experiences and perspectives of those involved. The journal is open to a wide range of ethnographic research that emanates from the perspectives of sociology, linguistics, history, psychology and general educational studies as well as anthropology. The journal’s priority is to support ethnographic research that involves long-term engagement with those studied in order to understand their cultures, uses multiple methods of generating data, and recognises the centrality of the researcher in the research process. The journal welcomes substantive and methodological articles that seek to explicate and challenge the effects of educational policies and practices; interrogate and develop theories about educational structures, policies and experiences; highlight the agency of educational actors; and provide accounts of how the everyday practices of those engaged in education are instrumental in social reproduction.