The Dangerous Child
Swedish Teachers’ Stories About School Violence in a Rebellion Group on Facebook
Bibliographic Data
| ID | 6005656 |
|---|---|
| Authors | Johanna Annerbäck (0000-0003-0741-1761, Linköping University), Håkan Löfgren (0000-0002-7420-0801, Linköping University) |
| Year | 2025 |
| Volume | 14 |
| Issue | 4 |
| Pages | 1231-1243 |
| Publication date | 2025-08-27 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | European Journal of Educational Research (JOURNAL) |
| Journal identifiers | ISSN: 1474-9041 • E-ISSN: 2165-8714 |
| Publisher | Eurasian Society of Educational Research (PUBLISHER • NL) |
| DOI | 10.12973/eu-jer.14.4.1231 |
| OpenAlex | W4413753223 |
| Language | EN |
| References cited | 37 |
This qualitative article explores a Swedish teachers’ rebellion group (TRG) on Facebook with the aim of exploring teachers’ stories about violence in school. Facebook groups for teachers, such as the TRG, are common sites where teachers discuss and share professional matters and both public stories and subjective experiences. In this article, we focus on narratives about children who are perceived by the teachers as dangerous in various ways. The concept of the formula story, together with child and teacher agency, helps us to explore the symbolic and emotional aspects at stake when the teachers discuss the dangerous child in the TRG. In the analysis, an ambivalent image of the dangerous child emerges where child and teacher agency intersect with each other and with other human and non-human actors. This image challenges contemporary ideas and ideals about children and childhood as well as the teaching profession. The conclusion broadens our notions of the child and reflects upon the outcomes of applying agency to the context of school violence
Group (periodic table · Mathematics education · Pedagogy · Child Development and Digital Technology · Children's Rights and Participation · Psychology · Social Media and Politics · Social Psychology
Reconceptualising Agency and Childhood
Constructing and Reconstructing Childhood
What is agency? Conceptualizing professional agency at work
Informal online communities and networks as a source of teacher professional development
Teacher Agency
Utilizing a storyline approach to facilitating pupils’ agency in primary school sustainability education context
Addressing violence against teachers
Children’s Agency in the Modern Primary Classroom
Agency, autonomy and self-determination
Rethinking children’s agency
Swedish teachers’ and school leaders’ rebellion groups on Facebook- collective formations and administrators as gatekeepers
Student-to-teacher violation and the threat to a teacher’s self
Teacher educators' collective professional agency and identity – Transforming marginality to strength
Listening to Emilce and Pedro
Teacher peer support in social network sites
A narrative inquiry of teacher educators’ professional agency, identity renegotiations, and emotional responses amid educational disruption
Teachers ‘liking’ their work? Exploring the realities of teacher Facebook groups
Physical aggression toward teachers
The Absent Victim
Teacher Agency Following the Ecological Model
Juvenile Violence as a Social Problem. Trends, Media Attention and Societal Response
Agency and learning in the lifecourse
Not so 'new'? Looking critically at childhood studies
In the Name of 'Childhood Innocence
A new professionalism? Challenges and opportunities
| Citation velocity | historical |
|---|---|
| Highly cited | No |