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Full Product Details

Author:   Robin May Schott ,  Dorte Marie Søndergaard (Aarhus Universitet, Denmark)
Publisher:   Cambridge University Press
Imprint:   Cambridge University Press
Dimensions:   Width: 15.20cm , Height: 2.70cm , Length: 22.90cm
Weight:   0.810kg
ISBN:  

9781107027763

ISBN 10:   1107027764
Pages:   482
Publication Date:   06 February 2014
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Hardback
Publisher's Status:   Active
Availability:   Manufactured on demand  
We will order this item for you from a manufactured on demand supplier.

Table of Contents

1. Introduction: new approaches to school bullying Robin May Schott and Dorte Marie Søndergaard; Part I. Definitions and Theories: 2. The social concept of bullying: philosophical reflections on definitions Robin May Schott; 3. Social exclusion anxiety: bullying and the forces that contribute to bullying amongst children at school Dorte Marie Søndergaard; 4. Violence and the moral order in contemporary schooling: a discursive analysis Constance Ellwood and Bronwyn Davies; 5. Dispositifs of bullying Carsten Bagge Laustsen; Part II. Youth Experiences: 6. 'Who does he think she is?' Making new friends and leaving others behind – on the path from childhood to youth Hanne Haavind; 7. Non-simultaneity in cyberbullying Jette Kofoed; 8. The life and death of bullying Robin May Schott; Part III. School Talk: 9. New solutions for bullying and harassment: a post-structural, feminist approach Elizabeth J. Meyer; 10. Sanctions against bullying and disruptions at school Helle Rabøl Hansen; 11. When classroom culture tips into bullying Helle Rabøl Hansen, Inge Henningsen and Jette Kofoed; Part IV. Adult Perspectives: 12. Parental positions in school bullying: the production of powerlessness in home-school cooperation Nina Hein; 13. Traces of being bullied: 'dynamic effectuality' Charlotte Mathiassen; 14. 'Is something wrong with me?' A context-sensitive analysis of school bullying Eva Silberschmidt Viala; Part V. Moving Forward: 15. From technically standardised interventions to analytically informed, multi-perspective intervention strategies Dorte Marie Søndergaard; 16. One size doesn't fit all: re-thinking implementation research for bullying prevention Donna Cross and Amy Barnes.

Reviews

'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

Advance praise: '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

Author Information

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.

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