Patrick Horton
Datos Biográficos
| ID | 140028 |
|---|---|
| NOMBRE | Patrick Horton |
| NOMBRES | Patrick |
| APELLIDO | Horton |
| FIRMA | HORTON P |
| AFILIACIONES | Linköping University |
| ORCID | 0000-0002-0680-0039 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 29 |
| TOTAL DE CITAS | 87 |
| TOTAL COMO AUTOR | 29 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 1974 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 6 |
An ethnographic study of school bullying, LGBTQI+ subjectivities and the institutional context of schooling in Sweden
While the connection between schooling and spatial factors has been emphasised in studies of bullying, few investigations have explored how these factors contribute to the marginalisation and bullying of students. There has also been limited research on LGBTQI+ marginalisation within the Swedish school context. In this study, we therefore explore the relations between school bullying, LGBTQI+ subjectivities, and the institutional context of schoo…
Inclusive education and the bullying involvement of boys with special educational needs at a Swedish elementary school
Previous research has found that students with special educational needs (SEN) are at increased risk of involvement in school bullying, that they tend to have fewer friends than non-SEN peers, and that they experience higher levels of emotional harm as a result. However, beyond discussions of their differential experiences in segregated and mainstream schooling, there has been little research into how broader school-level factors may contribute t…
Anti-bullying tensions in Chile
How school-built factors and organisational dimensions contribute to bodily exposure, degrading treatment and bullying in school changing rooms
This paper explores how school-built factors and organisational dimensions contribute to bodily exposure, degrading treatment and bullying in school changing rooms. The findings in this study stem from an ethnographic research project exploring the relations between school bullying and the institutional context of schooling. The project focuses on the perspectives of teachers and pupils from pre-school class up to grade eight (i.e. approx. ages 5…
How can you be friends with that fatty
Weight bias in educational settings can lead to bullying and have a severe negative impact on the mental well‐being and educational experiences of school children. Indeed, extensive research has shown that children who are labelled overweight are more likely to be victims of school bullying and that weight‐based bullying can lead to loss of self‐esteem, lower self‐confidence, social isolation, higher levels of anxiety and the development of psych…
The caring adult role
In this article, we contribute to a discussion of ethics within school bullying research by reflecting on our own recent ethnographic study into the relations between school bullying and the institutional context of schooling conducted at three elementary schools and one lower-secondary school in Sweden. We argue for a reflexive, responsive, and flexible adult researcher role when conducting ethnographic research into school bullying; what we ter…
He’s actually very kind’
In this paper, we draw on the concepts of figurations, capital, and hegemonic masculinity to analyse a bullying relation involving two fifth-grade boys at a Swedish comprehensive school. The findings are based on ethnographic fieldwork, which included participant observations and group interviews with eight teachers and fourteen students (seven girls and seven boys) from the same class. Our findings demonstrate the complexity of the relation betw…
Fever pitch
We investigate the importance of spatial, material, and organisational factors to gendered peer relations on the school football pitch. The study is part of an ethnographic research project exploring the relations between school bullying and the institutional context of schooling, focusing on the perspectives of teachers and pupils from preschool class up to grade eight (approximately ages 5–13). The findings in this study are based on participan…
Juridification and judgement calls
While teachers are obliged to report and investigate incidents of bullying, harassment, and degrading treatment in Swedish schools, research suggests that they sometimes struggle to decide which incidents to report. In this study, we investigate Swedish schoolteachers’ reflections on dealing with bullying, harassment, and degrading treatment, and on balancing their pedagogical work with juridical demands to report. The study is based on qualitati…
Carceral spectres
Drawing on recent participant observation‐based data from the Northern Territory's Victoria River region, I propose that the coercive and custodial arms of the settler state are predominant features of, and constant and permanent forces of rupture in, remote Aboriginal life. I use the term ‘carceral spectres’ to describe the ways hyperincarceration and hyperpolicing shape, disturb and, in particular, ‘haunt’ Aboriginal life, people, places and th…
Because I am me
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 ex…
Coolness and social vulnerability
The aim of the study was to examine Swedish school pupils' perspectives on why some pupils engage in bullying, support bullying or avoid standing up for the one(s) being bullied, despite a shared understanding that bullying is wrong. Through the use of focus group interviews combined with two bullying vignettes, a total of 74 pupils from grades 5 and 6 (i.e. 11–12 years of age) from two public primary schools in socioeconomically diverse areas we…
The fear of being singled out
The article explores 5th and 6th grade pupils' reflections on why pupils may refrain from intervening in bullying, despite understanding that bullying is wrong. The findings are based on focus group interviews conducted with 74 Swedish school pupils, who were asked for their perspectives on the various participant roles depicted in a bullying vignette. The findings were analysed using methods from constructivist grounded theory and through the th…
Reshaping boundaries
Although Vietnamese society is currently undergoing significant changes with regards to the rights and perceptions of gay, lesbian, bisexual, transgender, and queer (GLBTQ) people, dominant socio-cultural norms related to gender, sexuality, and the importance of the patrilineal family regime continue to cast a shadow over the lives of GLBTQ in contemporary Vietnam. Based on ethnographic fieldwork conducted in the urban centers of Hanoi and Ho Chi…
Reframing school bullying
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 fo…
Recognising shadows
Pride parades, LGBT rights demonstrations, and revisions to the Marriage and Family Law highlight the extent to which norms and values related to gender, sexuality, marriage, and the family have recently been challenged in Vietnam. They also illuminate the gendered power relations being played out in the socio-cultural context of Vietnam, and thus open up for a more in-depth consideration of the ways in which LGBT people have experienced and resi…
The bullied boy
This article considers the ways in which school bullying is both gendered and embodied. Drawing on ethnographic fieldwork conducted in two lower-secondary schools in northern Vietnam, the article focuses on the experiences of one ninth-grade boy, who was regularly bullied by his classmates, and whose experiences of bullying appeared to be embodied for all to see. Inspired by Arthur Brittan's notion of masculinism, Elizabeth Grosz's use of the möb…
School bullying and bare life
Despite a vast amount of research into school bullying and the widespread implementation of anti-bullying policies and programs, large numbers of students continue to report that they are routinely subjected to bullying by their peers. In this theoretical article, I argue that part of the problem is that there has been a lack of critical discussion of the theoretical foundations upon which such studies are based. Drawing on recent theoretical con…
Portraying monsters
This article critically considers the discourse on school bullying through the conceptual framework of lenses and argues that a macro lens has been utilised by school bullying researchers to bring into focus the characteristics of the individuals involved and the types of actions used. By considering earlier understandings of bullying, the article illustrates how this macro lens has become a metalens through which school bullying is understood. T…
Contesting heteronormativity
Recent public debates about sexuality in India and Vietnam have brought the rights of lesbian, gay, bisexual and transgender people sharply into focus. Drawing on legal documents, secondary sources and ethnographic fieldwork conducted in the urban centres of Delhi and Hanoi, this article shows how the efforts of civil society organisations dedicated to the fight for lesbian, gay, bisexual and transgender rights have had different consequences in …
Bullying the meek
Drawing on ethnographic research conducted at three lower secondary schools in the northern Vietnamese cities of Hanoi and Haiphong, this article provides a contextually nuanced conceptualisation of Vietnamese school bullying. In doing so, the article not only addresses the lack of knowledge about Vietnamese school bullying, but also poses a number of critical questions about how school bullying is more widely understood. The descriptions of scho…
Note passing and gendered discipline in Vietnamese schools
While researchers agree that note passing is predominantly an activity engaged in by girls, there has been relatively little consideration of why this is the case. In this article, I argue that gendered expectations about the appropriate characters of boys and girls in Vietnam are incorporated into the disciplinary framework of schools, and that note passing provides the means for girls to adjust to the gendered disciplinary techniques to which t…
I thought I was the only one’
While recent LGBT rights demonstrations and discussions about same-sex marriage have thrust the issue of homosexuality into the spotlight, it was not long ago that the issue of homosexuality was notable by its absence in Vietnam. Drawing on semi-structured interviews with young gay, lesbian and bisexual people in Vietnam's capital city Hanoi, this paper considers the increasing visibility of homosexuality through the theoretical lens of recogniti…
Bullying
This timely and engaging edited collection brings together researchers from the fields of education, psychology, and sociology whose research deals with the issue of bullying. Using sexuality and g
School Bullying and Social and Moral Orders
This article provides a theoretical consideration of the ways in which school bullying relates to social and moral orders and the relations of power that are central to the upholding of such orders. Moving away from the focus on individual aggressive intentionality that has hitherto dominated school bullying research, the article argues that understanding the social processes of bullying requires not only understanding bullying as a group interac…
Heterosexual Masculinity in Contemporary Vietnam
By drawing on ethnographic data collected in two different settings in northern Vietnam, this article considers the ways in which heterosexual masculinity is configured by younger men. The intersection between heterosexuality and masculinity, the article argues, epitomizes a site of contestations between moral ideals, expectations about gendered support, and sexual pleasures disguised as protests. In introducing into a Southeast Asian context, th…
Portraying monsters
This article critically considers the discourse on school bullying through the conceptual framework of lenses and argues that a macro lens has been utilised by school bullying researchers to bring into focus the characteristics of the individuals involved and the types of actions used. By considering earlier understandings of bullying, the article illustrates how this macro lens has become a metalens through which school bullying is understood. T…
The fear of being singled out
The article explores 5th and 6th grade pupils' reflections on why pupils may refrain from intervening in bullying, despite understanding that bullying is wrong. The findings are based on focus group interviews conducted with 74 Swedish school pupils, who were asked for their perspectives on the various participant roles depicted in a bullying vignette. The findings were analysed using methods from constructivist grounded theory and through the th…
Juridification and judgement calls
While teachers are obliged to report and investigate incidents of bullying, harassment, and degrading treatment in Swedish schools, research suggests that they sometimes struggle to decide which incidents to report. In this study, we investigate Swedish schoolteachers’ reflections on dealing with bullying, harassment, and degrading treatment, and on balancing their pedagogical work with juridical demands to report. The study is based on qualitati…
Reframing school bullying
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 fo…
The bullied boy
This article considers the ways in which school bullying is both gendered and embodied. Drawing on ethnographic fieldwork conducted in two lower-secondary schools in northern Vietnam, the article focuses on the experiences of one ninth-grade boy, who was regularly bullied by his classmates, and whose experiences of bullying appeared to be embodied for all to see. Inspired by Arthur Brittan's notion of masculinism, Elizabeth Grosz's use of the möb…
Bullying
This timely and engaging edited collection brings together researchers from the fields of education, psychology, and sociology whose research deals with the issue of bullying. Using sexuality and g
Coolness and social vulnerability
The aim of the study was to examine Swedish school pupils' perspectives on why some pupils engage in bullying, support bullying or avoid standing up for the one(s) being bullied, despite a shared understanding that bullying is wrong. Through the use of focus group interviews combined with two bullying vignettes, a total of 74 pupils from grades 5 and 6 (i.e. 11–12 years of age) from two public primary schools in socioeconomically diverse areas we…
School bullying and bare life
Despite a vast amount of research into school bullying and the widespread implementation of anti-bullying policies and programs, large numbers of students continue to report that they are routinely subjected to bullying by their peers. In this theoretical article, I argue that part of the problem is that there has been a lack of critical discussion of the theoretical foundations upon which such studies are based. Drawing on recent theoretical con…
Because I am me
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 ex…
Recognising shadows
Pride parades, LGBT rights demonstrations, and revisions to the Marriage and Family Law highlight the extent to which norms and values related to gender, sexuality, marriage, and the family have recently been challenged in Vietnam. They also illuminate the gendered power relations being played out in the socio-cultural context of Vietnam, and thus open up for a more in-depth consideration of the ways in which LGBT people have experienced and resi…
Bullying the meek
Drawing on ethnographic research conducted at three lower secondary schools in the northern Vietnamese cities of Hanoi and Haiphong, this article provides a contextually nuanced conceptualisation of Vietnamese school bullying. In doing so, the article not only addresses the lack of knowledge about Vietnamese school bullying, but also poses a number of critical questions about how school bullying is more widely understood. The descriptions of scho…
The Mystical Experience
How school-built factors and organisational dimensions contribute to bodily exposure, degrading treatment and bullying in school changing rooms
This paper explores how school-built factors and organisational dimensions contribute to bodily exposure, degrading treatment and bullying in school changing rooms. The findings in this study stem from an ethnographic research project exploring the relations between school bullying and the institutional context of schooling. The project focuses on the perspectives of teachers and pupils from pre-school class up to grade eight (i.e. approx. ages 5…
Note passing and gendered discipline in Vietnamese schools
While researchers agree that note passing is predominantly an activity engaged in by girls, there has been relatively little consideration of why this is the case. In this article, I argue that gendered expectations about the appropriate characters of boys and girls in Vietnam are incorporated into the disciplinary framework of schools, and that note passing provides the means for girls to adjust to the gendered disciplinary techniques to which t…
Searching for traces of hegemonic masculinity in a New Zealand school setting
This article considers the ways in which hegemonic masculinity has been constituted in New Zealand through a configuration of both historically contextualised practices at the regional level, and daily practice at the local level. In doing so, the article critically readdresses the concept of hegemonic masculinity and how it has been used, and suggests that the concept needs to be re-situated in the context in which it is being used as a theoreti…
The Mystical Experience
Testing the Limits of Class Politics in Postbellum Alabama
Searching for traces of hegemonic masculinity in a New Zealand school setting
This article considers the ways in which hegemonic masculinity has been constituted in New Zealand through a configuration of both historically contextualised practices at the regional level, and daily practice at the local level. In doing so, the article critically readdresses the concept of hegemonic masculinity and how it has been used, and suggests that the concept needs to be re-situated in the context in which it is being used as a theoreti…
School Bullying and Social and Moral Orders
This article provides a theoretical consideration of the ways in which school bullying relates to social and moral orders and the relations of power that are central to the upholding of such orders. Moving away from the focus on individual aggressive intentionality that has hitherto dominated school bullying research, the article argues that understanding the social processes of bullying requires not only understanding bullying as a group interac…
Heterosexual Masculinity in Contemporary Vietnam
By drawing on ethnographic data collected in two different settings in northern Vietnam, this article considers the ways in which heterosexual masculinity is configured by younger men. The intersection between heterosexuality and masculinity, the article argues, epitomizes a site of contestations between moral ideals, expectations about gendered support, and sexual pleasures disguised as protests. In introducing into a Southeast Asian context, th…
Bullying
This timely and engaging edited collection brings together researchers from the fields of education, psychology, and sociology whose research deals with the issue of bullying. Using sexuality and g
I thought I was the only one’
While recent LGBT rights demonstrations and discussions about same-sex marriage have thrust the issue of homosexuality into the spotlight, it was not long ago that the issue of homosexuality was notable by its absence in Vietnam. Drawing on semi-structured interviews with young gay, lesbian and bisexual people in Vietnam's capital city Hanoi, this paper considers the increasing visibility of homosexuality through the theoretical lens of recogniti…
Contesting heteronormativity
Recent public debates about sexuality in India and Vietnam have brought the rights of lesbian, gay, bisexual and transgender people sharply into focus. Drawing on legal documents, secondary sources and ethnographic fieldwork conducted in the urban centres of Delhi and Hanoi, this article shows how the efforts of civil society organisations dedicated to the fight for lesbian, gay, bisexual and transgender rights have had different consequences in …
Bullying the meek
Drawing on ethnographic research conducted at three lower secondary schools in the northern Vietnamese cities of Hanoi and Haiphong, this article provides a contextually nuanced conceptualisation of Vietnamese school bullying. In doing so, the article not only addresses the lack of knowledge about Vietnamese school bullying, but also poses a number of critical questions about how school bullying is more widely understood. The descriptions of scho…
Note passing and gendered discipline in Vietnamese schools
While researchers agree that note passing is predominantly an activity engaged in by girls, there has been relatively little consideration of why this is the case. In this article, I argue that gendered expectations about the appropriate characters of boys and girls in Vietnam are incorporated into the disciplinary framework of schools, and that note passing provides the means for girls to adjust to the gendered disciplinary techniques to which t…
Portraying monsters
This article critically considers the discourse on school bullying through the conceptual framework of lenses and argues that a macro lens has been utilised by school bullying researchers to bring into focus the characteristics of the individuals involved and the types of actions used. By considering earlier understandings of bullying, the article illustrates how this macro lens has become a metalens through which school bullying is understood. T…
The bullied boy
This article considers the ways in which school bullying is both gendered and embodied. Drawing on ethnographic fieldwork conducted in two lower-secondary schools in northern Vietnam, the article focuses on the experiences of one ninth-grade boy, who was regularly bullied by his classmates, and whose experiences of bullying appeared to be embodied for all to see. Inspired by Arthur Brittan's notion of masculinism, Elizabeth Grosz's use of the möb…
School bullying and bare life
Despite a vast amount of research into school bullying and the widespread implementation of anti-bullying policies and programs, large numbers of students continue to report that they are routinely subjected to bullying by their peers. In this theoretical article, I argue that part of the problem is that there has been a lack of critical discussion of the theoretical foundations upon which such studies are based. Drawing on recent theoretical con…
Reshaping boundaries
Although Vietnamese society is currently undergoing significant changes with regards to the rights and perceptions of gay, lesbian, bisexual, transgender, and queer (GLBTQ) people, dominant socio-cultural norms related to gender, sexuality, and the importance of the patrilineal family regime continue to cast a shadow over the lives of GLBTQ in contemporary Vietnam. Based on ethnographic fieldwork conducted in the urban centers of Hanoi and Ho Chi…
Reframing school bullying
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 fo…
Recognising shadows
Pride parades, LGBT rights demonstrations, and revisions to the Marriage and Family Law highlight the extent to which norms and values related to gender, sexuality, marriage, and the family have recently been challenged in Vietnam. They also illuminate the gendered power relations being played out in the socio-cultural context of Vietnam, and thus open up for a more in-depth consideration of the ways in which LGBT people have experienced and resi…
Because I am me
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 ex…
Coolness and social vulnerability
The aim of the study was to examine Swedish school pupils' perspectives on why some pupils engage in bullying, support bullying or avoid standing up for the one(s) being bullied, despite a shared understanding that bullying is wrong. Through the use of focus group interviews combined with two bullying vignettes, a total of 74 pupils from grades 5 and 6 (i.e. 11–12 years of age) from two public primary schools in socioeconomically diverse areas we…
The fear of being singled out
The article explores 5th and 6th grade pupils' reflections on why pupils may refrain from intervening in bullying, despite understanding that bullying is wrong. The findings are based on focus group interviews conducted with 74 Swedish school pupils, who were asked for their perspectives on the various participant roles depicted in a bullying vignette. The findings were analysed using methods from constructivist grounded theory and through the th…
Carceral spectres
Drawing on recent participant observation‐based data from the Northern Territory's Victoria River region, I propose that the coercive and custodial arms of the settler state are predominant features of, and constant and permanent forces of rupture in, remote Aboriginal life. I use the term ‘carceral spectres’ to describe the ways hyperincarceration and hyperpolicing shape, disturb and, in particular, ‘haunt’ Aboriginal life, people, places and th…
Fever pitch
We investigate the importance of spatial, material, and organisational factors to gendered peer relations on the school football pitch. The study is part of an ethnographic research project exploring the relations between school bullying and the institutional context of schooling, focusing on the perspectives of teachers and pupils from preschool class up to grade eight (approximately ages 5–13). The findings in this study are based on participan…
Juridification and judgement calls
While teachers are obliged to report and investigate incidents of bullying, harassment, and degrading treatment in Swedish schools, research suggests that they sometimes struggle to decide which incidents to report. In this study, we investigate Swedish schoolteachers’ reflections on dealing with bullying, harassment, and degrading treatment, and on balancing their pedagogical work with juridical demands to report. The study is based on qualitati…
The caring adult role
In this article, we contribute to a discussion of ethics within school bullying research by reflecting on our own recent ethnographic study into the relations between school bullying and the institutional context of schooling conducted at three elementary schools and one lower-secondary school in Sweden. We argue for a reflexive, responsive, and flexible adult researcher role when conducting ethnographic research into school bullying; what we ter…
He’s actually very kind’
In this paper, we draw on the concepts of figurations, capital, and hegemonic masculinity to analyse a bullying relation involving two fifth-grade boys at a Swedish comprehensive school. The findings are based on ethnographic fieldwork, which included participant observations and group interviews with eight teachers and fourteen students (seven girls and seven boys) from the same class. Our findings demonstrate the complexity of the relation betw…
Inclusive education and the bullying involvement of boys with special educational needs at a Swedish elementary school
Previous research has found that students with special educational needs (SEN) are at increased risk of involvement in school bullying, that they tend to have fewer friends than non-SEN peers, and that they experience higher levels of emotional harm as a result. However, beyond discussions of their differential experiences in segregated and mainstream schooling, there has been little research into how broader school-level factors may contribute t…
Sociology (25 obras) · Psychology (20 obras) · Bullying, Victimization, and Aggression (15 obras) · Social Psychology (14 obras) · Political science (13 obras) · Social Psychology (12 obras) · Gender Studies (11 obras) · Education Discipline and Inequality (9 obras) · Law (9 obras) · Pedagogy (8 obras)