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The construction and maintenance of exclusion, control and dominance through students’ social sitting practices

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Dytham, Siobhan (2018) The construction and maintenance of exclusion, control and dominance through students’ social sitting practices. British Journal of Sociology of Education, 39 (7). pp. 1045-1059. doi:10.1080/01425692.2018.1455494 ISSN 0142-5692.

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Official URL: http://dx.doi.org/10.1080/01425692.2018.1455494

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Abstract

This article highlights the interactional work involved in relational aggression, and how rules and norms around sitting are used by students to achieve exclusion and dominance. This research took place in an English secondary school which educates pupils from Year 7 to sixth form (ages 11–18). Drawing on observation, walk-and-talk and group discussion data with Year 9 students (age 13–14), this research highlights how the girls developed shared rules and norms around sitting which, while seemingly reasonable and applied equally to all, are seen to facilitate and legitimise exclusion and relational aggression. Girls from different social groups collaboratively constructed and participated in a system of rules which were then utilised for dominance and exclusion by regulating where, when and how girls sat. Sitting is seen to be an important marker of ownership, both of people and places, as well as a group management tool within student social groups.

Item Type: Journal Article
Subjects: H Social Sciences > HM Sociology
L Education > LB Theory and practice of education
Divisions: Faculty of Social Sciences > Centre for Education Studies (2013- )
Library of Congress Subject Headings (LCSH): Bullying in schools, Social isolation, Aggressiveness in children, Power (Social sciences), Interpersonal relations
Journal or Publication Title: British Journal of Sociology of Education
Publisher: Taylor and Francis
ISSN: 0142-5692
Official Date: 2018
Dates:
DateEvent
2018Published
19 April 2018Available
19 March 2018Accepted
Volume: 39
Number: 7
Page Range: pp. 1045-1059
DOI: 10.1080/01425692.2018.1455494
Status: Peer Reviewed
Publication Status: Published
Access rights to Published version: Open Access (Creative Commons)
Date of first compliant deposit: 20 April 2018
Date of first compliant Open Access: 20 April 2018
RIOXX Funder/Project Grant:
Project/Grant IDRIOXX Funder NameFunder ID
D76963E[ESRC] Economic and Social Research Councilhttp://dx.doi.org/10.13039/501100000269

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