In this article, recent research literature on bullying in schools is discussed. The authors approach the discussion from a critical angle, distinguishing between first-order perspectives (bullying as part of individuals' dysfunction) and second-order perspectives (bullying as part of social processes) to embrace the different understandings of bullying and to discuss these critically. The purpose is to present important knowledge to reduce bullying and to engage in a discussion of different perspectives on bullying. This article contributes to the existing knowledge of the field by discussing and developing the original concepts of first-and second-order interventions.

In this study we identify and compare the impact of standardised student assessment in England, an established neoliberal context, and in Denmark where a neoliberal education reform agenda is emerging in response to both national concerns and international governance. National reading tests for students aged 11-12 years, long established in England, were introduced in Denmark in 2010.

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In this article, the implicit assumption that tests are a neutral tool for measuring an individual's learning achievement is challenged. Instead, testing is explored as a social practice which becomes part of children's conduct of everyday life. The theoretical foundation for the analysis is DanishGerman critical psychology. This approach offers a dialectically developed set of concepts and hereby another basis for understanding school testing than the one implicit in the technology of testing. The analysis is primarily based on a case consisting of an observation conducted in a second grade class at a low socio-economic school in Denmark. The analysis focuses on children looking for signs of assessment in the test situation. The discussion focuses on similarities between testing and computer gaming strategies. The article concludes by suggesting that we learn powerful lessons on assessment by taking the children's perspectives seriously.This article explores how we might understand standardised educational achievement testing as social practice by following school children's participation in test situations and investigating their perspectives on testing. The article is based on an ongoing qualitative study of the meanings children ascribe to their participation in the Danish national standardised tests, exploring children's perspectives on and participation in test

I artiklen præsenteres empiri fra udskolingen på en dansk folkeskole. Det er særligt en enkelt elevs deltagelse i forskellige af folkeskolens kontekster, som der fokuseres på. Det analyseres frem, hvordan de forskellige situationer, henholdsvis to testsituationer og en undervisningssituation, skaber forskellige betingelser for elevens deltagelse og herved bliver en del af elevens handlegrunde. Der argumenteres imidlertid for, at disse betingelser ikke skal forstås som determinerende for elevens deltagelse, og således vises det også, hvordan eleverne i deres fællesskaber kan såvel reproducere som transformere de betingelser, som de forskellige handlesammenhænge tilbyder. Det mere almene sigte med analysen er at udfordre forståelsen af test som neutrale afprøvninger af enkeltelevers færdigheder.