ERIC Number: EJ1410744
Record Type: Journal
Publication Date: 2024
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0031-3831
EISSN: EISSN-1470-1170
Blurred Boundaries and the Hierarchization of Incidents: Swedish Schoolteachers' Struggles with Distinguishing Degrading Treatment, Harassment, and School Bullying
Scandinavian Journal of Educational Research, v68 n2 p160-171 2024
While the efforts of teachers are crucial for preventing and stopping degrading treatment, harassment, and bullying in schools, research has found that teachers' understandings of such terms may vary significantly. In this qualitative study, we take a social-ecological perspective to investigate Swedish schoolteachers' understandings of the terms degrading treatment, harassment, and bullying. The study is based on ethnographic research, which included participant observations and interviews conducted at three schools. The findings demonstrate not only the ways in which teachers blurred the conceptual boundaries between degrading treatment, harassment, and bullying, but also how such blurring was influenced by factors within the microsystem, mesosystem, exosystem, macrosystem, and chronosystem, and how the juridification of degrading treatment and harassment encouraged teachers to construct hierarchies of what they perceived to be more or less serious incidents.
Descriptors: Foreign Countries, Bullying, Sexual Harassment, Antisocial Behavior, Prevention, Social Discrimination, Preschool Teachers, Elementary School Teachers, School Safety, Knowledge Level, Classification, Definitions
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Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Preschool Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Sweden
Grant or Contract Numbers: N/A