The trouble with bullying : deconstructing the conventional definition of bullying for a child-centred investigation into children's use of social media Justin Canty, Maria Stubbe, Denise Steers and Sunny Collings
By: Canty, Justin
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Contributor(s): Stubbe, Maria | Steers, Denise | Collings, Sunny C.D.
Material type: 
ArticleSeries: Children & Society.Publisher: Wiley, 2014Subject(s): BULLYING | CHILDREN | INTERVENTION | SOCIAL RESEARCH | SCHOOLS | SOCIAL MEDIA | TECHNOLOGY | YOUNG PEOPLE | NEW ZEALANDOnline resources: Read the abstract
In:
Children and Society, 2014, Advance online publication, 27 October 2014 (11 pages)Summary: "This article deconstructs the conventional definition of bullying through analysis of its historical context, and identifies blind spots using lenses of gender, culture and setting. We explore theoretical and methodological problems associated with the conventional definition and its axiomatic use in bullying research, with particular reference to online bullying. We argue that because children may use ‘bullying’ to mean many different practices not captured in the conventional definition, using this definition often obscures the very phenomena researchers are aiming to describe. As a result, adults risk missing these practices in research and for interventions that use these studies as their evidence base." (Authors' abstract)
Children and Society, 2014, Advance online publication, 27 October 2014 (11 pages)
"This article deconstructs the conventional definition of bullying through analysis of its historical context, and identifies blind spots using lenses of gender, culture and setting. We explore theoretical and methodological problems associated with the conventional definition and its axiomatic use in bullying research, with particular reference to online bullying. We argue that because children may use ‘bullying’ to mean many different practices not captured in the conventional definition, using this definition often obscures the very phenomena researchers are aiming to describe. As a result, adults risk missing these practices in research and for interventions that use these studies as their evidence base." (Authors' abstract)
