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1.
Jessica Ringrose 《British Journal of Sociology of Education》2008,29(5):509-522
The present paper explores the conceptual limitations of the bully discourses that ground UK anti‐bullying policy frameworks and psychological research literatures on school bullying, suggesting they largely ignore gender, (hetero)sexuality and the social, cultural and subjective dynamics of conflict and aggression among teen‐aged girls. To explore the limitations of bully discourses in practice, the paper draws on a pilot, interview‐based study of girls’ experiences of aggression and bullying, illustrating how friendships and conflicts among the girls are thoroughly heterosexualized, en‐cultured and classed. Drawing on girls and parent interview narratives, I also trace some of the effects of bully discourses set in motion in schools to intervene into conflicts among girls. I suggest these practices miss the complexity of the dynamics at play among girls and also neglect the power relations of parenting, ethnicity, class and school choice, which can inform how, why and when bullying discourses are mobilized. 相似文献
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Inner‐city femininities and education: ‘race’, class,gender and schooling in young women’s lives 总被引：1，自引：1，他引：1
This paper considers how urban, ethnically diverse working class girls’ constructions of femininities mediate and shape their dis/engagement with education and schooling. We discuss how girls generated a sense of identity value/worth through practices such as ‘speaking my mind’—which prioritized notions of agency and visibility and resisted the symbolic violences associated with living social inequality. However, we argue that this strategy was inherently paradoxical because it countered dominant discourses of the normative (middle class) female pupil and hence resulted in drawing girls into conflict with schools—a position that many girls came to ‘regret’. We illustrate how the girls’ attempts at resistance and transgression were constrained by gender‐ and class‐based discourses around moral worth, as girls struggled to be recognized as ‘good underneath’ and attempted to ‘change’ over the course of the project and their final year/s of schooling (to ‘become good’). This process, we suggest, illustrates the implication of reflexivity in the production of gendered and classed identities and inequalities, and illuminates how an internalization of multiple discourses of authority and surveillance of the self is integral to the production of the working class female educational subject. 相似文献
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This article reports on the complex web experienced by young people when making decisions to report bullying in school. The study was conducted in the secondary school of an independent day and boarding school in the east of England. A Participatory Action Research approach was used with student voice and perspective at its core. This study involved five students as co-researchers with the first author to explore the concept of ‘snitching’ about bullying. Data were collected from the wider student group through a variety of methods including questionnaires, focus groups and interviews. The findings suggest that the process of reporting bullying is more complex than adults once thought. Students have to negotiate a complex web in firstly deciding if the bullying is serious enough to report. The concept of ‘serious’ bullying is contentious, particularly between boarders and day students, but physical abuse and/or repetition tended to be characteristic of ‘serious’ bullying. Once considered ‘serious’ enough, students have to weigh up the potential repercussions from the bully or the wider friendship group if they ‘snitch’. Students were therefore in conflict between loyalty to the bully and wider friendship group in deciding if unfairness had taken place and should be reported. Finally students needed to decide who they trusted to report the bullying to. The students in this study often reported to teachers who they perceived as supportive and authoritative. 相似文献
5.
Kim Allen 《Discourse: Studies in the Cultural Politics of Education》2013,34(1):77-93
In this article, we explore the question of how celebrity operates in young people's everyday lives, thus contributing to the urgent need to address celebrity's social function. Drawing on data from three studies in England on young people's perspectives on their educational and work futures, we show how celebrity operates as a classed and gendered discursive device within young people's identity work. We illustrate how young people draw upon class and gender distinctions that circulate within celebrity discourses (proper/improper, deserving/undeserving, talented/talentless and respectable/tacky) as they construct their own identities in relation to notions of work, aspiration and achievement. We argue that these distinctions operate as part of neoliberal demands to produce oneself as a ‘subject of value’. However, some participants produced readings that show ambivalence and even resistance to these dominant discourses. Young people's responses to celebrity are shown to relate to their own class and gender position. 相似文献
6.
Victoria Rawlings 《British Educational Research Journal》2019,45(4):698-716
Threats or harassment related to the enforcement of gender norms remain largely unchallenged in many schools. Possibilities for meaningful interventions have been undermined by an over-reliance on individual, psycho-pathologised understandings of ‘bullying’ and a reluctance to examine contextual and socio-cultural mechanisms of power. Poststructural feminist approaches offer an alternative view of gendered violence and its responses—one that focuses on the meanings that individuals and groups constitute through discourse around gender, violence and ‘bullying’. This article examines focus group data from teachers and students from one Australian school that experienced a significant event of gendered violence referred to as ‘Kick a slut in the head day’. Results demonstrate that participants minimised or dismissed the ‘seriousness’ of this event through employing particular ‘discursive manoeuvres’ drawn from hegemonic discourses of ‘bullying’. Teachers utilised essentialist discourses to illustrate that the incident was ‘not bullying’, while students suggested that it was a ‘joke’ or that the girl/s were deserving of the treatment. These findings suggest that ‘discursive manoeuvres’ are a helpful indicator for understanding contextual resistance to addressing gendered violence. 相似文献
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Carole Leathwood 《Gender and education》2005,17(4):387-409
This article draws on case study research in two further education (FE) colleges to explore the ways in which women administrators, lecturers and managers negotiate and construct their (gendered, racialized and classed) identities in the workplace. The context is that of the restructuring of education, the ‘feminization’ of educational management, and debates about the de‐ or re‐professionalization of lecturers. The article illustrates how discourses of femininity are drawn upon in the construction of professional identities, and are used to both perform and resist new worker identities and gendered power relations. Despite optimistic discourses about a ‘female future’, the restructuring of further education does not, as yet, appear to have resulted in any notable challenge to the gendered, racialized and classed FE labour market. 相似文献
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This paper examines the ways in which British Chinese pupils are positioned and represented within the popular/dominant discourse of teachers working in London schools. Drawing on individual interviews from a study conducted with 30 teachers, 80 British Chinese pupils and 30Chinese parents, we explore some of the racialised, gendered and classed assumptions upon which dominant discourses around British Chinese boys and girls are based. Consideration is given, for example, to teachers’ dichotomous constructions of British Chinese masculinity, in which British Chinese boys were regarded as ‘naturally’ ‘good’ and ‘not laddish’, compared with a minority of ‘bad’ British Chinese boys, whose laddishness was attributed to membership of a multiethnic peer group. We also explore teachers’ constructions of British Chinese femininity, which centred around remarkably homogenised representations of British Chinese girls as ‘passive’ and quiet, ‘repressed’, hard‐working pupils. The paper discusses a range of alternative readings that challenge popular monolithic and homogenising accounts of British Chinese masculinity and femininity in order to open up more critical ways of representing and engaging with British Chinese educational ‘achievement’. 相似文献
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This paper explores the ways two young women, living in Australia, make sense of themselves, their activities, and futures. The two young women come from two different schooling contexts—a prestigious private school and a government school. We analyse their self‐narratives in relation to neoliberal discourse, and consider how, and with what effects, their school contexts privilege and make available neoliberal discourses, and work to produce different subjectivities and notions of ‘worthwhile’ or ‘good’ lives. Conceptualising schools as sites of subjection, we analyse the discourses that their respective schools make available to the young women, and how they have appropriated them. We suggest that the different exposure and access to neoliberal discourses position the women very differently in terms of future possibilities and work‐life scenarios in the neoliberal economy. In that way, the article seeks to make a contribution towards understanding schools as implicated in social (re)production and in the (re)production of classed subjectivities. 相似文献
10.
Sarah A. Robert 《Discourse: Studies in the Cultural Politics of Education》2012,33(4):485-498
Education reform continues around the globe, though questioned and critiqued in relation to goals of democratizing educational decision-making. Newspapers are one site of contestation and negotiation where struggles over global reform discourses are contextualized in ‘obvious’ and ‘natural’ local language. In this article, I argue that gender discourses are a powerful heuristic employed to push particular education agendas and particularly gendered ones that do not necessarily reflect education reform goals for democratizing educational decision-making or improving equity. I analyzed Argentina's education reform in two national newspapers from 1 November 2001 to 1 November 2002 to reveal the role of gender in reform mediation at the national level. The findings and their interpretation illustrated how educational institutions and actors were situated in a gendered hierarchy with responsibilities and authority. Evoking masculine and feminine roles, representations, and identities in everyday ‘natural’ language lent a familiarity to seemingly abstract and neutral global education reform goals, replicating context-specific educational decision-making processes. 相似文献
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Jennifer Esposito 《Gender and education》2011,23(1):87-104
This study investigated the ways a diverse group of university women in the USA utilised racialised and classed discourses of femininity in the creation of subjectivities. Interview and focus group data were collected over a two‐year time period and focused on how women navigated the higher education setting. Two forms of femininity, ‘Hill girl’ and ‘City style’, were salient. Hill girl femininity was based on markers such as white skin that had been tanned, and consumption practices. City style femininity was also defined through consumption practices and identification as a woman of colour. Material markers like race and class both limited and expanded the discourses available to women. New subjectivities were created with particular rights, while simultaneously making them subject to policing. The women in this study used contrasting and, at times, contradictory discourses to explore various forms of femininity that were connected to institutional power and privilege. 相似文献
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This article draws on data collected during a pilot study conducted in two west London schools exploring young people’s understandings of success. It considers ways in which ‘discourses of success’, as part of New Labour’s project of re‐inventing schooling, may shape young people’s subjectivity. The article examines articulations between New Labour policy and aspects of social difference and how these structure new identifications with success. In particular, the article explores how class, gender and ethnicity shape discourses of success and how they are implicated in their distribution. In conclusion, the article indicates how current education policy (particularly in relation to educational success) articulates the ‘public’ domain with dimensions of the ‘private’ self and suggests that understanding this is vital in the pursuit of social justice. 相似文献
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Anna Robinson‐Pant 《Gender and education》2004,16(4):473-489
This article looks at how far educational approaches to gender equity can be packaged and exported to developing countries. I analyze current discourses on women's education at international, national and local levels. Drawing on detailed ethnographic data from Nepal, I argue that issues around gender and education need to be addressed as ideological in nature, rather than a technical matter of tackling ‘drop out’ from women's literacy classes or getting more girls into school. From talking about ‘change’, ‘transformation’ and ‘access’, we need to think more about what is being changed to what and whose values underlie specific educational approaches. 相似文献
14.
Gerda Siann Margaret Callaghan Ruth Lockhart Lorraine Rawson 《Educational studies》1993,19(3):307-321
Fifty‐one teachers completed a questionnaire and 20 teachers were interviewed about bullying. The teachers taught at two Outer London schools with high proportions of ethnic minority pupils where pupils had previously reported significantly different incidences of bullying. Analyses of the teachers’ responses indicated that at the school where pupils had reported a higher incidence of bullying, teachers were significantly more likely to perceive behaviour as bullying, observe bullying and have pupils report bullying to them. The majority of teachers interviewed endorsed gender differences in type of bullying. Only a minority of teachers believed that there were clear‐cut bully typologies but most believed that there were typical victim personalities. These results are discussed within a phenomenological approach to bullying. 相似文献
15.
Sheryl Laura Clark 《Gender and education》2018,30(4):477-493
Drawing on longitudinal, qualitative research into girls’ participation in physical activity and sport in the UK, this article will explore girls’ embodied constructions of ‘healthy’ identities. My research with girls (aged 10–13) found that over the transition to secondary school, classed and gendered healthism discourses had come to powerfully frame girls’ sports participation by condoning the achievement of slender embodied femininities through physical activity. The findings suggest that while neoliberal indictments of self-care through physical activity can usefully frame girls’ individual ‘body projects’, these discourses also contribute to a hierarchisation of bodies within physical activity settings and to increasingly narrow standards of acceptable bodies able to take part in physical activity. Within the article, I consider how healthism discourses both regulate and are resisted by the girls as they work to construct physical identities within their school settings. 相似文献
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This article draws a comparison between the Portuguese in relation to British and French discourses on overseas educational policies at the turn of the nineteenth to the twentieth century until the 1930s. It focuses on three main colonial educational dynamics: school expansion (comparing the public and private sectors); State–Church relations (comparing these relationships at the European and colonial levels); and missionary competition (comparing Catholic with Protestant strategies towards educational incorporation). Colonial discourse is seen here as a power‐knowledge discourse aimed at constructing the colonial subjects as individuals, enabling them to imagine themselves as belonging to a particular cultural polity. The article intends to show how cross‐national discourses on education affect the principles on which theories of schooling are built and the ways in which they influence the first attempts to systematize pedagogical and school models in the colonial peripheries. On the other hand, it tries to understand, within government technologies of domination, the conflicting views, negotiations and ambiguities between global policy formulation and local school system implementation. In this sense, the author sought to analyse the different ways in which concepts such as ‘assimilation’, ‘civilizing mission’, ‘adapted education’, and ‘learning by doing’ were mobilized and appropriated into the colonial education discourses in order to legitimize particular governmental strategies. Two main ideas run through the text: the first attempts to demonstrate the existence of discontinuities between official educational ideologies at home and local system and school expansion strategies in the colonies. The second claims that educational borrowing from other colonies at the Empires' peripheries was, more often that is thought, a crucial feature of colonial educational discourse. 相似文献
17.
Rose Butler 《Ethnography and Education》2015,10(3):340-355
This paper examines forms of boundary work undertaken by parents in a regional Australian city to negotiate social processes around the school market amidst rising economic insecurity. It outlines structural changes, which have increased economic inequality in Australia and impacted on educational reform, and the specific challenges faced by public schools in regional settings. Drawing on 18 months’ qualitative research in one regional location, it identifies and analyses forms of boundary work undertaken by middle-class families to manage these uncertainties in a field of scarce economic and cultural resources. Theories of class culture, stigma and whiteness are used to show how local social labels such as ‘ferals’ and ‘shiny people’ acted as classed and racialised ways of negotiating this social and economic landscape through the school field. Such practices engendered feelings of security and control and shed light on feelings of class-based resentment and anxiety in regional Australia, specifically a middle-class ‘fear of falling’. 相似文献
18.
Using Bourdieu’s concept of doxa to illuminate classed practices in an English fee-paying school 总被引：1，自引：1，他引：0
Gayna Davey 《British Journal of Sociology of Education》2012,33(4):507-525
Especially in research on the ‘classed practice’ of educational decision-making, it is striking how the Bourdieuian concepts of habitus and capital have dominated. With a tendency to focus on the middle-classes’ ability to accumulate and deploy cultural capital, less attention has been given to the role of the educational institution and its place in the field. This article draws from interviews and field notes taken from time spent within a fee-paying school in the south of England. I argue that the school and parents are engaged in the production, display and consumption of cultural capital. Through Bourdieu’s notion of ‘doxa’ we gain an understanding of how the school and parents negotiate a very particular classed practice. 相似文献
19.
Jessica Ringrose 《Gender and education》2007,19(4):471-489
This paper examines how an ongoing educational panic over failing boys has contributed to a new celebratory discourse about successful girls. Rather than conceive of this shift as an anti‐feminist feminist backlash, the paper examines how the successful girl discourse is postfeminist, and how liberal feminist theory has contributed to narrowly conceived, divisive educational debates and policies where boys' disadvantage/success are pitted against girls' disadvantage/success. The paper illustrates that gender‐only and gender binary conceptions of educational achievement are easily recuperated into individualizing neo‐liberal discourses of educational equality, and consistently conceal how issues of achievement in school are related to issues of class, race, ethnicity, religion, citizenship and location. Some recent media examples that illustrate the intensification of the successful girl discourse are examined. It is argued that the gender and achievement debate fuels a seductive postfeminist discourse of girl power, possibility and choice with massive reach, where girls' educational performance is used as evidence that individual success is attainable and educational policies are working in contexts of globalization, marketization and economic insecurity. The new contradictory work of ‘doing’ successful femininity, which requires balancing traditional feminine and masculine qualities, is also considered. 相似文献
20.
Bully/victim problems among Greek pupils with special educational needs: associations with loneliness and self‐efficacy for peer interactions 
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下载免费PDF全文 Eleni Andreou Eleni Didaskalou Anastasia Vlachou 《Journal of Research in Special Educational Needs》2015,15(4):235-246
This study explores the prevalence of different types of bullying and victimisation among Greek pupils receiving special education support provision. Associations of these types with feelings of loneliness and perceived social efficacy for peer interactions are also examined. The sample consisted of 178 students of fifth and sixth primary school grades who participated in pull‐out special education delivery programmes. Participants were found to be actively involved in both bullying and victimisation, with higher rates in victimisation. Statistically significant gender and disability differences in bullying and loneliness were identified. Both bullying and victimisation were associated with loneliness/social dissatisfaction, and self‐efficacy for peer interactions. Moreover, our data provided evidence that bully/victims may be a distinct group in terms of their increased levels of loneliness. Results are discussed in terms of their implications for promoting children with special educational needs and disabilities social inclusion. 相似文献