Boys and Bullying in Primary School: Young Masculinities and the Negotiation of Power

Autor/inn/en	Mayeza, Emmanuel; Bhana, Deevia
Titel	Boys and Bullying in Primary School: Young Masculinities and the Negotiation of Power
Quelle	In: South African Journal of Education, 41 (2021) 1, Artikel 1858 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Mayeza, Emmanuel) ORCID (Bhana, Deevia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Foreign Countries; Bullying; Males; Masculinity; Elementary School Students; Violence; Victims; Females; Gender Issues; Power Structure; Blacks; Poverty; Student Behavior; Student Attitudes; Teacher Role; Gender Bias; Disclosure; Age Differences; Discipline; South Africa + Suchen Sie Ihr Suchwort? Ausland; Mobbing; Male; Männliches Geschlecht; Männlichkeit; Gewalt; Victim; Opfer; Weibliches Geschlecht; Geschlechterfrage; Black person; Schwarzer; Armut; Student behaviour; Schülerverhalten; Lehrerrolle; Geschlechterstereotyp; Age; Difference; Age difference; Altersunterschied; Disziplin; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	In this article, we draw on data from focus group discussions to examine the ways in which some young boys in a South African township primary school construct and negotiate hegemonic masculinity through bullying, and other forms of violence, within the school. Deviating from the simplistic victim-bully binary, we draw from critical masculinity studies to show how younger boys exert power over girls through violence but are, themselves, also victims of violence which, they say, is perpetrated by girls. Boys are often identified as bullies at school, but when we gave them the opportunity to talk about what it meant to be a bully, we gained a far more complex picture of how bullying behaviour manifests between learners at school. Indeed, our participants' accounts of violence at school gave us great insights into the complexities of gender violence and highlighted the broader socio-cultural and economic conditions that produce it. We conclude that it is vital to understand the mechanisms of gender power relations among primary school learners, if primary school violence prevention interventions are to be effective. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01