Literaturnachweis - Detailanzeige
| Autor/inn/en | Mierzwinski, Mark; Cock, Steven; Velija, Philippa |
|---|---|
| Titel | A Position Statement on Social Justice, Physical Education, and Bullying: A Figurational Sociological Perspective |
| Quelle | In: Quest, 71 (2019) 2, S.215-226 (12 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Cock, Steven) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0033-6297 |
| DOI | 10.1080/00336297.2018.1551807 |
| Schlagwörter | Stellungnahme; Bullying; Social Justice; Incidence; Educational Environment; Physical Education; Policy Formation; Educational Policy; Sociology; Gender Differences; Team Sports; Secondary School Students; United States |
| Abstract | Bullying is increasingly considered to be an important moral, political, and social issue within modern society. Academic research on this issue has mostly been examined through a psychological lens, often using questionnaire data to examine and explain the prevalence of different types of bullying. In this position statement, we apply a figurational sociological perspective to examine issues of school-based bullying in physical education. We critically reflect on attempts to position bullying amongst young people as a "social justice" issue and argue that core figurational principles might potentially help researchers strive toward a more reality-congruent means of conceptualizing the power-relationships that are inherent within bullying. We further maintain that the development of a more detached understanding of issues relating to bullying might provide a more adequate basis to contribute to future ongoing policy development. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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