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Boys, girls and normative violence in schools: a gendered critique of bully discourses

Ringrose, Jessica and Renold, Emma 2010. Boys, girls and normative violence in schools: a gendered critique of bully discourses. In: Barter, Christine and Berridge, David eds. Children Behaving Badly?: Peer Violence Between Children and Young People, Chichester: John Wiley and Sons Ltd, pp. 181-198. (10.1002/9780470976586.ch13)

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Abstract

This chapter contains sections titled: Introduction The Role of ‘Gender’ in Research on School Bullying Bullying as Normative Gendered ‘Performance’? Boys and Normative Violence Boys and the Performative Cycle of Normative ‘Hard’, Violent Masculinity Normative Femininity: Girls as ‘Covert Bullies’ The Performative Cycle of Normative ‘Indirectly Aggressive’ Femininity Conclusion Useful Resources References

Item Type: Book Section
Date Type: Publication
Status: Published
Schools: Social Sciences (Includes Criminology and Education)
Subjects: H Social Sciences > H Social Sciences (General)
Uncontrolled Keywords: boys, girls performing normative violence in schools - gendered critique of bully discourses; DCSF/DCELLS evaluation, standardising anti-bullying work in schools UK - with Every Child Matters; ‘bully’ and ‘victim’ - to individualise, demonise and pathologise children and young people; role of ‘gender’ - in research on school bullying; social and cultural context, and school bullying - ‘gender blind’, perpetrators and victims of bullying; bullying, normative gendered performance - feminist position, by Judith Butler; boys and normative violence, and school-based masculinities - sexualised forms of aggression; boys and performative cycle of normative ‘hard’, violent masculinity; normative femininity, girls as ‘covert bullies’ - cultural mandates on girls and women to be passive; performative cycle of normative ‘indirectly aggressive’ femininity - an open conflict
Publisher: John Wiley and Sons Ltd
ISBN: 9780470694404
Related URLs:
Last Modified: 04 Jun 2017 03:58
URI: http://orca.cf.ac.uk/id/eprint/30051

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