School Connectedness: Student Voices Examine Power and Subjectivity

Thompson, Greg; Bell, James Washington

doi:10.18546/ijsd.03.1.05

Cited by 7 publications

(6 citation statements)

References 5 publications

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“…By a cultural sleight of hand this mechanism of cultural dominance may be supported by out-groups as much as the in-group. The response to children’s resistance to curricula and learning that they experience as in tension with their cultural background is often reactive disciplinary measures (Slee, 1994; Thompson and Bell, 2005) that take little account of the perspective of learners but instead bolster the culturally shaped experience of schooling. Students themselves often accept this analysis and believe that the problem is primarily their behaviour rather than also the school’s practice (Lumby, 2012).…”

Section: Cultural Arenasmentioning

confidence: 99%

Leading Organizational Culture

Lumby¹

2012

Educational Management Administration & Leadership

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The literature on educational leadership and management has referred to culture since at least the 1970s. Despite the concept’s mention in over one-third of articles written in this journal, there has been little in-depth engagement with how leaders might influence it and the ethical issues involved. The article argues that leadership must engage with culture as a key mediator of power within organizations. Four levels of cultural activity are suggested: the cultural context created by global phenomena; the cultures of local communities; the organizational culture; and the sub- and counter-cultures within the organization. The article considers a bifurcation in the skills assumed necessary to respond to, on one hand, multi- or intra-culture and, on the other, organizational culture. The article suggests that the degree of perceived difference from norms dictates leaders' orientation to and engagement with culture, with cultural competence generally promoted only in relation to multicultural issues. It concludes that leaders are currently ill-served by encouragement to focus on aligning the organization’s members to a single, strong culture and that the persistent surface engagement with culture may perpetuate inequalities. The need to move leaders to engage more deeply with the power and complexity of culture is indicated.

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Section: Cultural Arenasmentioning

confidence: 99%

Leading Organizational Culture

Lumby¹

2012

Educational Management Administration & Leadership

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“…As a group they are not those who have withdrawn completely from education or training. Rather, they are those who are negotiating a position and path for themselves which is likely to be both a result of and a response to how they are perceived by others (Thompson & Bell, 2005). They are those who are finding a way to engage with an educational experience, though not fully within the mainstream.…”

Section: Methodsmentioning

confidence: 99%

“…Power shapes a discourse which is the result of an individual's location within a social structure (Lensmire, 1998). Thompson and Bell (2005) suggest that school is permeated by power, and that this shapes and limits what young people understand as the possibilities of being a student. We return, therefore, to the debate between Nussbaum's (2003) perspective and that of Mahmood (2001) for our orientation to views shaped by an unjust society, and how far we must listen or set them aside to achieve greater equity.…”

Section: Listening To Young Peoplementioning

confidence: 99%

Disengaged and disaffected young people: Surviving the system

Lumby

2012

British Educational Res J

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There are counter‐narratives of youth as at risk and as buoyant and agentive. The article maps the conceptual terrain concerning resilience, well‐being, buoyancy, enjoyment and happiness and selects factors related to the successful navigation of schooling. It analyses data from a subset of a national data set, from 65 young people considered to be disaffected or disengaged by their school or college. It explores the perceptions of young people that the difficulties they encounter are in part a result of their own behaviour and in part a product of the system. Hirschman's theory of exit, voice, loyalty is used to explore their choices. The article concludes that schools act to maintain homeostasis and that a substantial minority of young people are at long‐term risk due to organisational and national unwillingness to decouple economic benefit from maintenance of the existing system.

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“…Student-teacher connectedness has been defined as a humanizing kind of personalized teacher-student interaction, including the student's perception that teachers notice and respect them as an individual, are sympathetic and can see things from the student's perspective, and act as supportive figures responsive to the student's needs. (García-Moya et al, 2020, p. 17) Some studies have suggested that student-teacher connectedness may have a powerful influence on students at risk of school disconnection (e.g., Reed & Wexler, 2014;Thompson & Bell, 2005). However, we know little about the potentially protective role of student-teacher connectedness in bullying, and to our knowledge, no previous study has examined this topic in adopted populations.…”

mentioning

confidence: 99%

Bullying, cyberbullying, and adoption: What is the role of student–teacher connectedness?

Paniagua¹,

García-Moya²,

Sánchez‐Queija³

et al. 2022

School Psychology

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Bullying and cyberbullying have rarely been studied among the adoptive population, although the few studies available show adopted students frequently experience these phenomena. To address this research gap, this article examined potential differences in bullying and cyberbullying between domestic adoptees, intercountry adoptees, and nonadopted students, paying separate attention to frequent and occasional victimization and perpetration experiences. In addition, the aims of the article include analyzing student–teacher connectedness in these groups and exploring its potential protective role for the aforementioned bullying and cyberbullying experiences. The sample consists of 541 adopted adolescents (67.1% intercountry adoptees and 32.9% domestic adoptees) and 582 nonadopted adolescents aged 11–18 years who had participated in the 2017/2018 edition of the Health Behaviour in School-aged Children (HBSC) study in Spain. Results show that the likelihood of involvement in bullying and cyberbullying (either victimization or perpetration) was lower for the nonadopted group, whereas domestic adoptees were significantly more likely to report these experiences. Furthermore, student–teacher connectedness was lower among domestic adoptees compared to their nonadopted peers. Finally, teacher connectedness was consistently associated with a lower likelihood of frequent bullying and cyberbullying victimization, and of both occasional and frequent cyberbullying perpetration. Overall, our findings are consistent with an increased risk of bullying and cyberbullying among domestic adoptees and a predominantly consistent protective role of student–teacher connectedness, although differences depending on the specific kind of experience deserve further examination in future research.

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School Connectedness: Student Voices Examine Power and Subjectivity

Cited by 7 publications

References 5 publications

Leading Organizational Culture

Leading Organizational Culture

Disengaged and disaffected young people: Surviving the system

Bullying, cyberbullying, and adoption: What is the role of student–teacher connectedness?

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