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| 2. |
- Forsberg, Camilla, et al.
(författare)
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'Because I am me' : School bullying and the presentation of self in everyday school life
- 2022
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Ingår i: Journal of Youth Studies. - : Routledge. - 1367-6261 .- 1469-9680. ; 25:2, s. 136-150
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Tidskriftsartikel (refereegranskat)abstract
- 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 explanations that focus on themselves as individuals. Utilising thematic analysis, we identified six themes: (1) Body, (2) Manner, (3) Social structures, (4) Opinions and interests, (5) Ability, and (6) Relations. Our analysis of the students’ responses suggests that they were bullied because they were perceived as different in some sense, and that such understandings of difference are connected to broader social and societal norms. These findings have important implications for understandings of bullying as aggressive acts and suggest that rather than simply focussing on the negative behaviour of individuals, anti-bullying initiatives also need to focus on the social structures that underpin the understandings of difference that facilitate such behaviour.
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| 3. |
- Forsberg, Camilla, 1983-, et al.
(författare)
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Fever pitch: spatial, material, and temporal organisational dimensions of gendered peer relations on the school football pitch
- 2023
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Ingår i: Ethnography and Education. - : ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD. - 1745-7823 .- 1745-7831. ; 18:2, s. 183-198
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Tidskriftsartikel (refereegranskat)abstract
- 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 participant observations and semi-structured interviews with pupils at three schools in Sweden. Our findings illustrate how social-ecological elements of spatial, material, and organisational factors such as school design, the material construction of the pitches, and the temporal organisation of the space through scheduling promote gendered positioning and fevered interactions which influence peer relations and sometimes contribute to degrading treatment, harassment and bullying. Our study demonstrates how these processes need to be understood as complexly related to social-ecological factors beyond the football pitch setting.
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| 4. |
- Forsberg, Camilla, 1983-, et al.
(författare)
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How school-built factors and organisational dimensions contribute to bodily exposure, degrading treatment and bullying in school changing rooms
- 2024
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Ingår i: Sport, Education and Society. - : ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD. - 1357-3322 .- 1470-1243.
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Tidskriftsartikel (refereegranskat)abstract
- 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 5-15). In this particular study, we focus on participant observations and semi-structured interviews conducted at three elementary schools and one lower secondary school in Sweden.Analysis of the data was guided by constructivist grounded theory (Charmaz, 2014) [Constructing grounded theory (2nd ed.). Sage].Findings reveal how the changing room was a vulnerable and unsafe space associated with an ever-present fear of experiencing bodily exposure, degrading treatment, and bullying. Our findings illuminate how social-ecological elements such as the physical design of the space and organisational factors such as staffing and scheduling can both increase and decrease the risk of experiencing bodily exposure, degrading treatment, and bullying in the changing room. This demonstrates that much more consideration needs to be given to how social interactions and experiences within school changing rooms are influenced by school-built factors and the ways in which they are organised within the different social-ecological systems beyond the microsystem setting.
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| 5. |
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| 6. |
- Forsberg, Camilla, 1983-, et al.
(författare)
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Så kan lärare öka elevers trygghet på rasten
- 2023
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Ingår i: Venue. - Linköping : Linköping University Electronic Press. - 2001-788X. ; 24
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Elever i årskurs tre till sex känner sig tryggare i skolan om lärare finns närvarande, är vaksamma och ingriper mot framförallt mobbning och ensamhet på rasten. För att öka elevers trygghet i skolan efterfrågar eleverna därför insatser i relation till rasten. En aspekt som elever efterfrågar för att öka deras trygghet på rasten är att lärare finns närvarande. Utöver att finnas närvarande på raster behöver lärare också vara vaksamma på vad som händer mellan elever. I synnerhet behöver lärare vara vaksamma på att ingen är utsatt för mobbning eller ensam. Dessutom menar eleverna att det inte räcker med att lärare är närvarande och ser vad som händer utan de behöver även behöver ingripa mot mobbning och ensamhet. Ibland behöver de ingripa mer än vad de gör idag för att öka elevers trygghet och få stopp på mobbning och ensamhet.
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| 7. |
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| 8. |
- Horton, Paul, 1974-, et al.
(författare)
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Blurred boundaries and the hierarchization of incidents : Swedish schoolteachers' struggles with distinguishing degrading treatment, harassment, and school bullying
- 2024
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Ingår i: Scandinavian Journal of Educational Research. - : Routledge; Taylor & Francis. - 0031-3831 .- 1470-1170. ; 68:2, s. 160-171
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Tidskriftsartikel (refereegranskat)abstract
- While the efforts of teachers are crucial for preventing and stopping degrading treatment, harassment, and bullying in schools, research has found that teachers’ understandings of such terms may vary significantly. In this qualitative study, we take a social-ecological perspective to investigate Swedish schoolteachers’ understandings of the terms degrading treatment, harassment, and bullying. The study is based on ethnographic research, which included participant observations and interviews conducted at three schools. The findings demonstrate not only the ways in which teachers blurred the conceptual boundaries between degrading treatment, harassment, and bullying, but also how such blurring was influenced by factors within the microsystem, mesosystem, exosystem, macrosystem, and chronosystem, and how the juridification of degrading treatment and harassment encouraged teachers to construct hierarchies of what they perceived to be more or less serious incidents.
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| 9. |
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| 10. |
- Horton, Paul, 1974-
(författare)
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Critique of the bullying research program
- 2021
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Ingår i: The Wiley Blackwell handbook of bullying. - Newark : Wiley-Blackwell. - 9781118482728 - 9781118482704 ; , s. 60-75
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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