The institutionalised momentum of slow violence: Spatiotemporal contradictions in young people’s accounts of school bullying

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Abstract


As contemporary research explores the social and cultural dynamics of school bullying, notions of space and time provide avenues to unpack youth-centred insights into students’ bullying experiences. Furthermore, spatiotemporal analysis demonstrates the links between similar experiences, such as bullying and relationship violence, that are often siloed in research and policy. Yet, within this converging field, there are contradictory accounts, from both young people and researchers, of the school as both a non-violent space and a space filled with unseen violence. In this paper, I argue that this contradiction reveals an essential aspect of young people’s experience of bullying in schools. To develop this approach, school bullying is conceptualised in this paper as ‘social violence’ with a momentum that can linger and become institutionalised in the architecture of schools.
Original languageEnglish
Number of pages17
JournalBritish Journal of Sociology of Education
Early online date22 Nov 2022
DOIs
Publication statusE-pub ahead of print - 22 Nov 2022

Keywords

  • Spatiotemporal
  • youth
  • school bullying
  • violence
  • moment
  • momentum

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