Children's humour and the grotesque pleasures in school mealtime socialisation

Abstract

In this paper, we argue for two propositions: children are socialised and guided to become competent members of school mealtime community, and children have the capacity to modify and challenge existing practices. We draw on Bakhtin's concepts of the carnivalesque laughter and grotesque realism to illustrate how children use humour to test the boundaries of what is permitted. Children's mealtime interactions foster the development of social skills to subvert and negotiate adult authority and manage unfolding interactions between children and adults. We present findings from a child‐centred perspective in a primary school in the United Kingdom.

The Effects of Family and School Interpersonal Relationships on Depression in Chinese Elementary School Children: The Mediating Role of Academic Stress and the Moderating Role of Self-Esteem

“…Conversely, interpersonal relationships that lack stability and support may reduce a child’s ability to achieve satisfactory levels of well-being, which can lead to mental health problems [ 25 , 26 ]. For a child’s socialization, the family and school are the two central microsystems in which interpersonal relationships are formed [ 27 ]. In the family environment, the parent–child relationship, consisting of a father–child relationship and a mother–child relationship, is a key component of the family system.…”

“…Conversely, poor school interpersonal relationships, such as experiencing campus exclusion, bullying, or victimization, significantly increase individual depressive symptoms [ 37 ]. Therefore, we emphasize that interpersonal relationships in both family and school environments play a crucial role in the occurrence of depression and psychological well-being among children [ 27 ].…”