Travelling and sticky affects: Exploring teens and sexualized cyberbullying through a Butlerian-Deleuzian-Guattarian lens

In this article, I develop a new conceptual framework, a new thinking technology, for understanding the bullying that takes place between children in schools. In addition, I propose a new definition of bullying. This new thinking technology reflects a shift in focus from individual characteristics to the social processes that may lead to bullying. The social approach theorises bullying as one of many reactions to particular kinds of social insecurity. The concepts I develop include the necessity of belonging, social exclusion anxiety and the production of contempt and dignity by both children and adults. I also draw on Judith Butler's concept of abjection. In the last part of the article, I employ Karen Barad's theory of agential realism, focusing specifically on her concept of intraacting enacting forces. The entry to the theoretical development is based on empirical data generated in Denmark during a comprehensive five-year study of bullying.

show abstract

“…Sociale Processer på Afveje, ed J. Kofoed andD.M Søndergaard, 2009, Hans Reitzels Forlag (Søndergaard 2009). 2.…”

Section: Notesunclassified

Bullying and social exclusion anxiety in schools

Søndergaard

2012

British Journal of Sociology of Education

106

112

View full text Add to dashboard Cite

show abstract

“…Indeed, during the past few years, qualitative research has been increasingly fruitful. Several studies have analyzed the way children and adolescents from different countries perceive cyberbullying, the behaviors that they include as part of it, the impact of cyberbullying on those who suffer it, the reasons why youths engage in cyberbullying, and the coping strategies they use to stop cyberbullying (Ackers 2012;Agatston et al 2007;Bryce and Fraser 2013;Cassidy et al 2009;Compton et al 2014;Frisén et al 2014;Kofoed and Ringrose 2012;Mishna et al 2009;Naruskov et al 2012;Wilton and Campbell 2011). As a whole, these studies have provided crucial information to know youths' perspective about these interactions and have been determinant for planning and implementing actions against cyberbullying by teachers, parents, and policy-makers.…”

Section: Introductionmentioning

confidence: 98%

Spanish Youth Perceptions About Cyberbullying: Qualitative Research into Understanding Cyberbullying and the Role That Parents Play in Its Solution

Navarro

Sarrato

2015

Cyberbullying Across the Globe

View full text Add to dashboard Cite

Studies on cyberbullying have been a recurring theme in psychological research over the past 10 years. These studies, as previously occurred with school bullying, have attempted to know the nature of this phenomenon and lower its prevalence, considering the negative consequences for both victims and perpetrators. However, given the epidemiological approach of initial studies, cyberbullying research has predominantly used a quantitative approach where surveys have been the most widely used methodology to evaluate cyberbullying.Research from this quantitative methodology has been devoted to analyze cyberbullying prevalence and risk and protective factors related to this phenomenon. Less attention has been paid to the meanings that youth confer to cyberbullying, considering the social nature of such interactions as well as the role that socialization agents (e.g., the family) play in cyberbullying. In this sense, qualitative research offers new ways to know youth's perspectives about cyberbullying, not only their own definitions about this type of aggression but also what role they believe that adults have to play in preventing and intervening in cyberbullying. Indeed, during the past few years, qualitative research has been increasingly fruitful. Several studies have analyzed the way children and adolescents from different countries perceive cyberbullying, the behaviors that they include as part of it, the impact of cyberbullying on those who suffer it, the reasons why youths engage in cyberbullying, and the coping strategies they use to stop cyberbullying (Ackers 2012;Agatston et al. 2007;Bryce and Fraser 2013;Cassidy et al. 2009;Compton et al. 2014;Frisén et al.

show abstract

“…Interestingly, Kaja moves easily from positioning girls who send pictures as not respecting themselves to explaining that he wouldn't respect them. Affectively, the image itself becomes shameful as it associates the girl with promiscuity, although this shame can also 'travel' or affectively spread to him for engaging with the image, hence Kaja's complex work to distance himself from implication of relationship with the girl (Kofoed and Ringrose, 2012). Both images and comments can be understood in terms of subjectifying technologies that repeatedly mark the boundaries of acceptable sexuality for girls and boys.…”

Section: I: So Is That Like Always What People Do?mentioning

confidence: 99%

Teen girls, sexual double standards and ‘sexting’: Gendered value in digital image exchange

et al. 2013

Self Cite

View full text Add to dashboard Cite

This article explores gender inequities and sexual double standards in teens’ digital image exchange, drawing on a UK qualitative research project on youth ‘sexting’. We develop a critique of ‘postfeminist’ media cultures, suggesting teen ‘sexting’ presents specific age and gender related contradictions: teen girls are called upon to produce particular forms of ‘sexy’ self display, yet face legal repercussions, moral condemnation and ‘slut shaming’ when they do so. We examine the production/circulation of gendered value and sexual morality via teens’ discussions of activities on Facebook and Blackberry. For instance, some boys accumulated ‘ratings’ by possessing and exchanging images of girls’ breasts, which operated as a form of currency and value. Girls, in contrast, largely discussed the taking, sharing or posting of such images as risky, potentially inciting blame and shame around sexual reputation (e.g. being called ‘slut’, ‘slag’ or ‘sket’). The daily negotiations of these new digitally mediated, heterosexualised, classed and raced norms of performing teen feminine and masculine desirability are considered.

show abstract

Travelling and sticky affects: Exploring teens and sexualized cyberbullying through a Butlerian-Deleuzian-Guattarian lens

Cited by 67 publications

References 31 publications

Bullying and social exclusion anxiety in schools

Bullying and social exclusion anxiety in schools

Spanish Youth Perceptions About Cyberbullying: Qualitative Research into Understanding Cyberbullying and the Role That Parents Play in Its Solution

Teen girls, sexual double standards and ‘sexting’: Gendered value in digital image exchange

Contact Info

Product

Resources

About