Inbunden, Engelska, 2014

School Bullying

New Theories in Context

Av Robin May Schott, Dorte Marie Søndergaard

2137 kr

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Beskrivning

Bullying is a socially and culturally complex phenomenon that until now has largely been understood in the context of the individual. This book challenges the dominance of this approach, examining the processes of extreme exclusion that are enacted in bullying - whether at school, through face-to-face meetings or virtual encounters - in the context of group dynamics. Contributors draw upon qualitative empirical studies, mixed methods and statistics, to analyse the elements that allow bullying to emerge - the processes that produce exclusion and contempt, and the relations between children, teachers and parents. Introducing a new definition of bullying, this book goes on to discuss directions for future research and action, including more informed intervention strategies and re-thinking methods of prevention. Exploring bullying in the light of the latest research from a wide variety of disciplines, this book paves the way for a new paradigm through which to understand the field.

Produktinformation

Utgivningsdatum: 2014-02-06
Mått: 152 x 229 x 27 mm
Vikt: 810 g
Format: Inbunden
Språk: Engelska
Antal sidor: 482
Förlag: Cambridge University Press
ISBN: 9781107027763

Utforska kategorier

Pedagogisk psykologi

Mer om författaren

Robin May Schott is a philosopher and senior researcher at the Danish Institute for International Studies and formerly professor for the research project eXbus at the Department of Education (DPU), Aarhus University. Dorte Marie Søndergaard is a Professor of Social Psychology in the Department of Education (DPU), Aarhus University. She is the director of the research project eXbus and of the research programme for Diversity, Culture and Change.

Recensioner i media

'Once in a generation, a new book helps to shift understanding of a long-standing social issue. School Bullying … is such a book. It brings together original thinkers who are also gifted researchers from three continents to take a complex view of the plural and shifting processes by which bullying is enacted and its effects. The result is an assembly of accessible, theoretically sophisticated chapters informed by innovative, multidisciplinary research that invite and allow new ways of thinking about the group dynamics of bullying in person and in cyberspace. Readers will be in no doubt as to why this book is necessary … [It] marks a paradigm shift that both disrupts easy certainties about how bullying should be addressed and gives hope that research attention to its complexity, local and social manifestations can provide invaluable insights into genuinely strategic school interventions.' Ann Phoenix, Institute of Education, University of London

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