Disability-Related Bullying and Its Discursive Formations and Enactments in the Social Ecology of Schooling

Autor/inn/en	Liasidou, Anastasia; Ioannidou, Elissavet
Titel	Disability-Related Bullying and Its Discursive Formations and Enactments in the Social Ecology of Schooling
Quelle	In: Discourse: Studies in the Cultural Politics of Education, 42 (2021) 4, S.499-512 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Liasidou, Anastasia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0159-6306
DOI	10.1080/01596306.2020.1711514
Schlagwörter	Disabilities; Bullying; Teacher Attitudes; Children; Social Influences; Victims; Child Behavior; Attitudes toward Disabilities; Educational Environment; Student Behavior; Social Bias; Elementary Schools; Foreign Countries; Violence; Teacher Behavior; Interaction; Special Education Teachers; Students with Disabilities; Greece + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Mobbing; Lehrerverhalten; Child; Kind; Kinder; Sozialer Einfluss; Victim; Opfer; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Student behaviour; Schülerverhalten; Elementary school; Grundschule; Volksschule; Ausland; Gewalt; Teacher behaviour; Interaktion; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Griechenland
Abstract	The study uses teachers' interview narratives to explore the relationship between childhood disability and bullying. Drawing insights from literature on childhood, critical disability studies and stigma-based perspectives on bullying, the latter is reconceptualised as being a socially mediated phenomenon, which is not only experienced by children -- as either victims or perpetrators -- but also as being constituted by them and their lived experiences of disability as 'difference'. The latter are usually shaped by negative depictions of disability in the social ecology of schooling that is responsible for giving rise to and exacerbating conditions within which bullying manifests Even though teachers are critical of the ways in which students with disabilities are victimised and acknowledge the role of schooling in creating the conditions within which bullying can occur, they nevertheless, inadvertently contribute towards the construction and perpetuation of 'disability as difference' discourse. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01