"Just Be Friends": Exposing the Limits of Educational Bully Discourses for Understanding Teen Girls' Heterosexualized Friendships and Conflicts

Autor/in	Ringrose, Jessica
Titel	"Just Be Friends": Exposing the Limits of Educational Bully Discourses for Understanding Teen Girls' Heterosexualized Friendships and Conflicts
Quelle	In: British Journal of Sociology of Education, 29 (2008) 5, S.509-522 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-5692
Schlagwörter	Bullying; Psychological Studies; Females; School Choice; Friendship; Sexuality; Foreign Countries; School Policy; Educational Environment; Conflict Resolution; Peer Relationship; Power Structure; Racial Factors; Ethnicity; Social Class; Gender Issues; Social Influences; Cultural Influences; Aggression; Adolescents; Student Diversity; United Kingdom; United Kingdom (Wales) + Suchen Sie Ihr Suchwort? Mobbing; Weibliches Geschlecht; Choice of school; Schulwahl; Freundschaft; Sexualität; Ausland; Schulpolitik; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Conflict solving; Konfliktlösung; Konfliktregelung; Peer-Beziehungen; Ethnizität; Social classes; Soziale Klasse; Geschlechterfrage; Sozialer Einfluss; Cultural influence; Kultureinfluss; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Großbritannien
Abstract	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. (Contains 9 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10