New perspectives on the positioning of parents in children’s bullying at school

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This article explores the subject of parents with respect to children’s bullying
at school. The overarching claim is that parental agency and positions
on children’s bullying at school are produced and made possible by an
apparatus of multiple, concurrent forces that provide poor conditions for a
constructive partnership between parents and schools in cases of bullying.
This research adds to the existing literature in the field by suggesting that the
connections between schools, parents and their children’s social behaviour at
school must be seen as complexly entangled and involving a range of forces
at local, societal and political levels. Furthermore, based on an emergent
research design, the article contributes to the discussion of post-qualitative
research, drawing upon varied, qualitative empirical material and analytically
experimenting with combining Adele Clarke’s idea of situational analysis and
Karen Barad’s concepts of intra-action and apparatus.
Bidragets oversatte titelNye perspektiver på forældrepositioner i børns mobning
OriginalsprogEngelsk
TidsskriftBritish Journal of Sociology of Education
Vol/bind38
Tidsskriftsnummer8
Sider (fra-til)1125-1138
ISSN0142-5692
DOI
StatusUdgivet - 8 nov. 2017

    Forskningsområder

  • Post-qualitative research, School bullying, Parents, Mobning, Forældre/Forældresamarbejde, Grundskole, Trivsel

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