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dc.contributor.authorKhanolainen, Daria
dc.contributor.authorSemenova, Elena
dc.contributor.authorMagnuson, Paul
dc.date.accessioned2020-10-06T10:15:28Z
dc.date.available2020-10-06T10:15:28Z
dc.date.issued2021
dc.identifier.citationKhanolainen, D., Semenova, E., & Magnuson, P. (2021). ‘Teachers see nothing’ : exploring students’ and teachers’ perspectives on school bullying with a new arts-based methodology. <i>Pedagogy, Culture and Society</i>, <i>29</i>(3), 469-491. <a href="https://doi.org/10.1080/14681366.2020.1751249" target="_blank">https://doi.org/10.1080/14681366.2020.1751249</a>
dc.identifier.otherCONVID_35204165
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/72053
dc.description.abstractEven though bullying is a perennial problem, there are still significant gaps in the research. The sensitive nature of the issue prompted us to develop and test a new arts-based method – a set of incomplete, problem-focused comic strips that were given to the participants for creative completion and were subsequently used as individualised interview prompts. The study took place in Russia with 14 teachers and 39 school children. The findings indicated that students and teachers agreed that instances of bullying should not be reported. However, there is a significant difference in how bullying is perceived by teachers and students. The majority of teachers indicated either seeing no bullying or only seeing bullying rarely as a justifiable reaction to provocation. Students, nonetheless, reported witnessing/experiencing bullying situations regularly.en
dc.format.mimetypeapplication/pdf
dc.languageeng
dc.language.isoeng
dc.publisherRoutledge, Taylor & Francis
dc.relation.ispartofseriesPedagogy, Culture and Society
dc.rightsIn Copyright
dc.subject.otherschool bullying
dc.subject.otherarts-based research
dc.subject.othergraphic vignettes
dc.subject.otherteacher beliefs
dc.subject.otherstudent beliefs
dc.subject.otherpeer aggression
dc.subject.otherRussian education
dc.title‘Teachers see nothing’ : exploring students’ and teachers’ perspectives on school bullying with a new arts-based methodology
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202010066109
dc.contributor.laitosOpettajankoulutuslaitosfi
dc.contributor.laitosDepartment of Teacher Educationen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.type.coarhttp://purl.org/coar/resource_type/c_2df8fbb1
dc.description.reviewstatuspeerReviewed
dc.format.pagerange469-491
dc.relation.issn1468-1366
dc.relation.numberinseries3
dc.relation.volume29
dc.type.versionacceptedVersion
dc.rights.copyright© 2020 Taylor & Francis
dc.rights.accesslevelopenAccessfi
dc.subject.ysouskomukset
dc.subject.ysokoulukiusaaminen
dc.subject.ysoopettajat
dc.subject.ysooppilaat
dc.subject.ysotaidelähtöiset menetelmät
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p6088
jyx.subject.urihttp://www.yso.fi/onto/yso/p70
jyx.subject.urihttp://www.yso.fi/onto/yso/p1117
jyx.subject.urihttp://www.yso.fi/onto/yso/p8131
jyx.subject.urihttp://www.yso.fi/onto/yso/p27744
dc.rights.urlhttp://rightsstatements.org/page/InC/1.0/?language=en
dc.relation.doi10.1080/14681366.2020.1751249
jyx.fundinginformationThe work was performed under the auspices of the Russian Government programme of Competitive Growth of Kazan Federal University.
dc.type.okmA1


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