Titlebook: Gender Regulation, Violence and Social Hierarchies in School; ‘Sluts‘, ‘Gays‘ and Victoria Rawlings Book 2017 The Editor(s) (if applicable

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Botulinum Toxin Treatment of Pain Disorders07; Carrera et al. 2011; Ellwood and Davies 2010; Horton 2011; Meyer 2008a; Ringrose 2008; Ryan and Morgan 2011; Walton 2005b; Walton 2011; Warrington and Younger 2011) have encouraged a shift away from individualist and psychologised ideologies of bullying.

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Introduction,shaped by prominent discourse. By drawing on poststructuralist feminist theory, Victoria Rawlings highlights the social and cultural inequalities too often forgotten in analyses of aggressive behaviour in schools, and places particular emphasis on gender and sexuality as facilitating and constrainin

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,Unpacking and Reframing ‘Bullying’,n contemporary times. In reflection of this, it has received extensive attention in academic, political and popular discourses over the last few decades. The ways in which it has been constructed in these arenas has impacted upon perspectives and actions related to intervention and policies, as well

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Gender Regulation, of the poststructuralist approach to research on school bullying. As detailed in the previous chapter, many researchers (for example, Brown et al. 2007; Carrera et al. 2011; Ellwood and Davies 2010; Horton 2011; Meyer 2008a; Ringrose 2008; Ryan and Morgan 2011; Walton 2005b; Walton 2011; Warrington

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Student Realities,ucted – a male and female group from each school. As detailed in Chap. 3, the formation of these groups contributed to the discursive performances and outcomes that they produced in that they were situated in particular geographic, institutional and gendered locations. In particular, the gendered gr

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,‘Kick a Slut in the Head Day’,mise the severity of aggression, persecution and ‘bullying’, which devalue girls through valuing misogyny, and which shift blame onto the receptors of violence. Concluding these data chapters with a detailed examination of one incident allows us to see how the environment where these discourses flou

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Recognising Power, Privilege and Context,uestions. The second section identifies the key research findings, specifically drawing links between the discourses that were produced by the teachers, principals and students and illustrating the discursive realities that they constructed in collaboration. These collaborative findings produced thr

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https://doi.org/10.1057/978-1-137-52302-0Feminism; Education; Bullying; Inequality; Peer pressure; Pejoratives; slang and jargon

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