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ERIC Number: EJ891043
Record Type: Journal
Publication Date: 2010-Aug
Pages: 24
Abstractor: As Provided
Reference Count: 96
ISSN: ISSN-0141-1926
Normative Cruelties and Gender Deviants: The Performative Effects of Bully Discourses for Girls and Boys in School
Ringrose, Jessica; Renold, Emma
British Educational Research Journal, v36 n4 p573-596 Aug 2010
Since the 1990s the educational community has witnessed a proliferation of "bullying" discourses, primarily within the field of educational developmental social psychology. Drawing on ethnographic and qualitative interview data of primary and secondary school girls and boys, this article argues that the discourse "bullying" operates to simplify and individualise complex gendered/classed/sexualised/racialised power relations embedded in children's school-based cultures. Using a feminist post-structural approach, this article critically traces the discursive production of how the signifiers "bully" and "victim" are implicated in the "normative cruelties" of performing and policing 'intelligible' heteronormative masculinities and femininities. It shows how these everyday gender performances are frequently passed over by staff and pupils as "natural". The analysis also illustrates how bully discourses operate in complex racialised and classed ways that mark children out as either gender deviants, or as not adequately performing normative ideals of masculinity and femininity. In conclusion, it is argued that bully discourses offer few symbolic resources and/or practical tools for addressing and coping with everyday school-based gender violence, and some new research directions are suggested. (Contains 9 notes.)
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom; United Kingdom (Wales)