Reframing school bullying: The question of power and its analytical implications

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 dial...

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Bibliographic Details
Published in:Power and education 2020-07, Vol.12 (2), p.213-220
Main Author: Horton, Paul
Format: Article
Language:English
Subjects:
Bullying
education
Educational Environment
power
Power Structure
resistance
school
Social Influences
Student Behavior
Victims
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Summary: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.
ISSN:1757-7438
1757-7438
DOI:10.1177/1757743819884955