Reframing school bullying

The question of power and its analytical implications

Bibliographic Data

ID12928754
AuthorsPatrick Horton (0000-0002-0680-0039, corresponding author)
Year2019
Volume12
Issue2
Pages213-220
Publication date2019-11-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenuePower and Education (JOURNAL)
Journal identifiersISSN: 1757-7438 • E-ISSN: 1757-7438
PublisherSAGE Publishing (PUBLISHER • US)
DOI10.1177/1757743819884955
OpenAlexW2987439759
LanguageEN
Citations received13
References cited37

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 for school bullying research, anti-bullying initiatives, and education more generally. In doing so, I relate the discussion to the various systems of the widely used social–ecological framework. I argue that a focus on power suggests a need for more consideration of the various levels of the social–ecological framework, more consideration of the importance of social difference, and more consideration of the importance of the school context and issues of power and resistance therein

Bridge (graph theory · Cognitive reframing · Context (archaeology · Diversification (marketing strategy · Educational research · Engineering ethics · Pedagogy · Political science · Politics · Power (physics · Public relations · Resistance (ecology · Social power · Sociology · Bullying, Victimization, and Aggression · Education Discipline and Inequality · Engineering · Plant Virus Research Studies · Psychology · Social Psychology · Ecology

Tools

Open DOISci-HubOpen Access