1765215846     

Violence, Victimisation and Young People : Education and Safe Learning Environments / edited by Ylva Odenbring, Thomas Johansson

Odenbring, Ylva [Herausgeberin/-geber] ; Johansson, Thomas [Herausgeberin/-geber]

1st ed. 2021.

Cham : Springer International Publishing [2021.] ; Cham : Imprint: Springer [2021.], 2021

1 Online-Ressource(VI, 239 p. 9 illus.)

Englisch

Erscheint auch als: Violence, victimisation and young people (Druck-Ausgabe)

Erscheint auch als: (Druck-Ausgabe)

Erscheint auch als: (Druck-Ausgabe)

978-3-030-75319-1

978-3-030-75318-4 (ISBN der Printausgabe); 978-3-030-75320-7 (ISBN der Printausgabe); 978-3-030-75321-4 (ISBN der Printausgabe)

Elektronische Ressource: Zugang über Resolving-System (Lizenzangabe: Lizenzpflichtig)

Digital Object Identifier (DOI): 10.1007/978-3-030-75319-1

306.43     Ähnliche Literatur

bicssc: JN ; bisacsh: EDU040000

*Schule ; Gewalttätigkeit ; Mobbing ; Sexuelle Belästigung ; Aufsatzsammlung      Zum Register

LOC-SH: Educational sociology. ; Education. ; Child psychiatry. ; Criminology.

Chapter 1. Introduction (Ylva Odenbring and Thomas Johansson) -- Part I: Power relations, Homosociality and Violence -- Chapter 2. Revisiting lower secondary schools in the 1990s: Reflections on and interpretations of sexual and gender-based harassment -- Chapter 3. Gender and Sexuality Policing: The violence that ‘doesn’t count’ -- Chapter 4.The modern passage from boyhood to manhood and its relationship to bullying and harassment -- Chapter 5. Rumbling and tumbling in school: Jokes, masculinity and homosocial relations -- Chapter 6. What happens when young men hurt? Exploring young men’s experiences of relationship dissolution in educational contexts -- Part II: Sexualized violence and schooling -- Chapter 7. Young people’s experiences of sexting and online sexual victimization -- Chapter 8. Unsolicited Dick Pics: Online Sexual Harassment, Gendered Relations and Schooling -- Chapter 9. Resisting Rape Culture online and at school: The pedagogy of Digital Defence and Feminist Activism Lessons -- Chapter 10. Heteronormative violence in schools: focus on homophobia, transphobia and the experiences of trans and non-heterosexual youth -- Chapter 11. Epistemic Violence towards LGBTQ students in Icelandic high schools: Challenges and opportunities for transforming schools -- Part III: Everyday racism, segregation and schooling -- Chapter 12. ‘Go home to your country!’ - Everyday racism in a rural lower secondary school -- Chapter 13. “I’ll have security, I’ll go to school, I’ll live my life” – Unaccompanied children on school, education and racism -- Chapter 14. ‘We are the bosses here’: Schooling, segregation and brotherhood.

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This edited collection focuses on different aspects of everyday violence, harassment and threats in schools. It presents a number of in-depth studies of everyday life in schools and uses examples and case studies from different countries to fuel a discussion on national differences and similarities. The book discusses a broad range of concepts, findings and issues, under the umbrella of three main themes: 1) Power relations, homosociality and violence; 2) Sexualized violence and schooling; and 3) Everyday racism, segregation and schooling. Specific topics include sexuality policing, bullying, sexting, homophobia, and online rape culture. The school is young people’s central workplace, and therefore of great importance to students’ general feeling of wellbeing, safety and security. However, there is no place where youth are at greater risk of being exposed to harassment and violations than at school and on their way to and from school. Threats are a relatively common experience among school students, but some aspects of these mundane and frequent harassments and violations are not taken seriously and are, therefore, not reported. Harassment and violations often have negative effects on youth and children, and increase their risks of such adverse outcomes as school dropout, drug use, and criminal behaviour. Contemporary research has shown that gender is of great importance to how students handle and report, or do not report, various violent situations. Studies have also revealed how the notions of masculinity and of being a victim can be conflicting identities and affect how students handle situations of threat, violence and harassment. The importance of gender is also particularly evident with regard to sexual harassment. Female students generally report greater exposure to sexual harassment than male students do.