School bullying as a collective action: Stigma processes and identity struggling
2015 (English)In: Children & society, ISSN 0951-0605, E-ISSN 1099-0860, Vol. 29, no 4, 310-320 p.Article in journal (Refereed) Published
The aim of this study was to investigate the collective action of bullying and its stigma processes and influences on identities. In accordance with interactionism, identity is a social process, constructed and reconstructed in everyday social interactions. Ethnographic fieldwork was conducted in four school classes, investigating six bullying cases. Grounded theory methods were used to explore and analyse data. Co-constructing differentness was found to be a core process in bullying. Bullying often appeared to function like a self-serving and socially inclusive ritual in which the bullies co-constructed the ‘normal us’. Loss of belonging, self-deprecation and identity struggling followed closely upon the sense of becoming socially discredited. Victims were trapped in the collective action. The findings highlight the significance of addressing peer cultures and the social psychology of everyday school life in anti-bullying policies and practices.
Place, publisher, year, edition, pages
Wiley-Blackwell, 2015. Vol. 29, no 4, 310-320 p.
bullying, blaming the victim, dehumanization, identity, labeling, social interaction, stigma, joint action, collective action, symbolic interactionism, Blumer, Goffman, social misfit, grounded theory, constructivist grounded theory, ethnography, children, normality, deviance, victim cycle
mobbning, stigma, stämpling, social interaktion, dehumanisering, avhumanisering, symbolisk interaktionism, Blumer, Goffman, grundad teori, konstruktivistisk grundad teori, etnografi, identitet
Pedagogy Social Psychology
IdentifiersURN: urn:nbn:se:liu:diva-105639DOI: 10.1111/chso.12058ISI: 000355625600007OAI: oai:DiVA.org:liu-105639DiVA: diva2:709189