Until now, little has been written about the social context of schooling in Vietnam and even less about the issue of school bullying. Taking seriously the oft-made claim that power relations are central to school bullying, this study focuses on the interconnectedness of school bullying and power relations in the specific context of Vietnamese lower secondary schooling. Drawing on long-term ethnographic fieldwork in two schools in the northern Vietnamese port city of Haiphong, the study questions a number of assumptions about school bullying and in doing so shifts the focus from the specific actions meted out by particular individuals to the power relations within which those actions gain currency.
Linköping Studies in Arts and Science No. 541 Department of Thematic Studies - Child Studies
Linköping University, Linköping 2011
Until now, little has been written about the social context of schooling in Vietnam and even less about the issue of school bullying. Taking seriously the oft-made claim that power relations are central to school bullying, this study focuses on the interconnectedness of school bullying and power relations in the specific context of Vietnamese lower secondary schooling. Drawing on long-term ethnographic fieldwork in two schools in the northern Vietnamese port city of Haiphong, the study questions a number of assumptions about school bullying and in doing so shifts the focus from the specific actions meted out by particular individuals to the power relations within which those actions gain currency.
Linköping Studies in Arts and Science No. 541 Department of Thematic Studies - Child Studies
Linköping University, Linköping 2011
Until now, little has been written about the social context of schooling in Vietnam and even less about the issue of school bullying. Taking seriously the oft-made claim that power relations are central to school bullying, this study focuses on the interconnectedness of school bullying and power relations in the specific context of Vietnamese lower secondary schooling. Drawing on long-term ethnographic fieldwork in two schools in the northern Vietnamese port city of Haiphong, the study questions a number of assumptions about school bullying and in doing so shifts the focus from the specific actions meted out by particular individuals to the power relations within which those actions gain currency.
Linköping Studies in Arts and Science No. 541 Department of Thematic Studies - Child Studies
Linköping University, Linköping 2011
Until now, little has been written about the social context of schooling in Vietnam and even less about the issue of school bullying. Taking seriously the oft-made claim that power relations are central to school bullying, this study focuses on the interconnectedness of school bullying and power relations in the specific context of Vietnamese lower secondary schooling. Drawing on long-term ethnographic fieldwork in two schools in the northern Vietnamese port city of Haiphong, the study questions a number of assumptions about school bullying and in doing so shifts the focus from the specific actions meted out by particular individuals to the power relations within which those actions gain currency.
Linköping Studies in Arts and Science No. 541 Department of Thematic Studies - Child Studies
Linköping University, Linköping 2011
Until now, little has been written about the social context of schooling in Vietnam and even less about the issue of school bullying. Taking seriously the oft-made claim that power relations are central to school bullying, this study focuses on the interconnectedness of school bullying and power relations in the specific context of Vietnamese lower secondary schooling. Drawing on long-term ethnographic fieldwork in two schools in the northern Vietnamese port city of Haiphong, the study questions a number of assumptions about school bullying and in doing so shifts the focus from the specific actions meted out by particular individuals to the power relations within which those actions gain currency.
Linköping Studies in Arts and Science No. 541 Department of Thematic Studies - Child Studies
Linköping University, Linköping 2011
Until now, little has been written about the social context of schooling in Vietnam and even less about the issue of school bullying. Taking seriously the oft-made claim that power relations are central to school bullying, this study focuses on the interconnectedness of school bullying and power relations in the specific context of Vietnamese lower secondary schooling. Drawing on long-term ethnographic fieldwork in two schools in the northern Vietnamese port city of Haiphong, the study questions a number of assumptions about school bullying and in doing so shifts the focus from the specific actions meted out by particular individuals to the power relations within which those actions gain currency.
Linköping Studies in Arts and Science No. 541 Department of Thematic Studies - Child Studies
Linköping University, Linköping 2011
Until now, little has been written about the social context of schooling in Vietnam and even less about the issue of school bullying. Taking seriously the oft-made claim that power relations are central to school bullying, this study focuses on the interconnectedness of school bullying and power relations in the specific context of Vietnamese lower secondary schooling. Drawing on long-term ethnographic fieldwork in two schools in the northern Vietnamese port city of Haiphong, the study questions a number of assumptions about school bullying and in doing so shifts the focus from the specific actions meted out by particular individuals to the power relations within which those actions gain currency.
Linköping Studies in Arts and Science No. 541 Department of Thematic Studies - Child Studies
Linköping University, Linköping 2011
Until now, little has been written about the social context of schooling in Vietnam and even less about the issue of school bullying. Taking seriously the oft-made claim that power relations are central to school bullying, this study focuses on the interconnectedness of school bullying and power relations in the specific context of Vietnamese lower secondary schooling. Drawing on long-term ethnographic fieldwork in two schools in the northern Vietnamese port city of Haiphong, the study questions a number of assumptions about school bullying and in doing so shifts the focus from the specific actions meted out by particular individuals to the power relations within which those actions gain currency.
Linköping Studies in Arts and Science No. 541 Department of Thematic Studies - Child Studies
Linköping University, Linköping 2011
Until now, little has been written about the social context of schooling in Vietnam and even less about the issue of school bullying. Taking seriously the oft-made claim that power relations are central to school bullying, this study focuses on the interconnectedness of school bullying and power relations in the specific context of Vietnamese lower secondary schooling. Drawing on long-term ethnographic fieldwork in two schools in the northern Vietnamese port city of Haiphong, the study questions a number of assumptions about school bullying and in doing so shifts the focus from the specific actions meted out by particular individuals to the power relations within which those actions gain currency.
Linköping Studies in Arts and Science No. 541 Department of Thematic Studies - Child Studies
Linköping University, Linköping 2011
Until now, little has been written about the social context of schooling in Vietnam and even less about the issue of school bullying. Taking seriously the oft-made claim that power relations are central to school bullying, this study focuses on the interconnectedness of school bullying and power relations in the specific context of Vietnamese lower secondary schooling. Drawing on long-term ethnographic fieldwork in two schools in the northern Vietnamese port city of Haiphong, the study questions a number of assumptions about school bullying and in doing so shifts the focus from the specific actions meted out by particular individuals to the power relations within which those actions gain currency.
Linköping Studies in Arts and Science No. 541 Department of Thematic Studies - Child Studies
Linköping University, Linköping 2011
SCHOOL
BULLYING
AND
POWER
RELATIONS IN
VIETNAM
P
AUL
H
ORTON
Until now, little has been written about the social context of schooling in Vietnam and even less about the issue of school bullying. Taking seriously the oft-made claim that power relations are central to school bullying, this study focuses on the interconnectedness of school bullying and power relations in the specific context of Vietnamese lower secondary schooling. Drawing on long-term ethnographic fieldwork in two schools in the northern Vietnamese port city of Haiphong, the study questions a number of assumptions about school bullying and in doing so shifts the focus from the specific actions meted out by particular individuals to the power relations within which those actions gain currency.
Linköping Studies in Arts and Science No. 541 Department of Thematic Studies - Child Studies
Linköping University, Linköping 2011
Until now, little has been written about the social context of schooling in Vietnam and even less about the issue of school bullying. Taking seriously the oft-made claim that power relations are central to school bullying, this study focuses on the interconnectedness of school bullying and power relations in the specific context of Vietnamese lower secondary schooling. Drawing on long-term ethnographic fieldwork in two schools in the northern Vietnamese port city of Haiphong, the study questions a number of assumptions about school bullying and in doing so shifts the focus from the specific actions meted out by particular individuals to the power relations within which those actions gain currency.
Linköping Studies in Arts and Science No. 541 Department of Thematic Studies - Child Studies
Linköping University, Linköping 2011
Until now, little has been written about the social context of schooling in Vietnam and even less about the issue of school bullying. Taking seriously the oft-made claim that power relations are central to school bullying, this study focuses on the interconnectedness of school bullying and power relations in the specific context of Vietnamese lower secondary schooling. Drawing on long-term ethnographic fieldwork in two schools in the northern Vietnamese port city of Haiphong, the study questions a number of assumptions about school bullying and in doing so shifts the focus from the specific actions meted out by particular individuals to the power relations within which those actions gain currency.
Linköping Studies in Arts and Science No. 541 Department of Thematic Studies - Child Studies
Linköping University, Linköping 2011
SCHOOL
BULLYING
AND
POWER
RELATIONS IN
VIETNAM
P
AUL
H
ORTON
SCHOOL
BULLYING
AND
POWER
RELATIONS IN
VIETNAM
Until now, little has been written about the social context of schooling in Vietnam and even less about the issue of school bullying. Taking seriously the oft-made claim that power relations are central to school bullying, this study focuses on the interconnectedness of school bullying and power relations in the specific context of Vietnamese lower secondary schooling. Drawing on long-term ethnographic fieldwork in two schools in the northern Vietnamese port city of Haiphong, the study questions a number of assumptions about school bullying and in doing so shifts the focus from the specific actions meted out by particular individuals to the power relations within which those actions gain currency.
Linköping Studies in Arts and Science No. 541 Department of Thematic Studies - Child Studies
Linköping University, Linköping 2011
Until now, little has been written about the social context of schooling in Vietnam and even less about the issue of school bullying. Taking seriously the oft-made claim that power relations are central to school bullying, this study focuses on the interconnectedness of school bullying and power relations in the specific context of Vietnamese lower secondary schooling. Drawing on long-term ethnographic fieldwork in two schools in the northern Vietnamese port city of Haiphong, the study questions a number of assumptions about school bullying and in doing so shifts the focus from the specific actions meted out by particular individuals to the power relations within which those actions gain currency.
Linköping Studies in Arts and Science No. 541 Department of Thematic Studies - Child Studies
Linköping University, Linköping 2011
Until now, little has been written about the social context of schooling in Vietnam and even less about the issue of school bullying. Taking seriously the oft-made claim that power relations are central to school bullying, this study focuses on the interconnectedness of school bullying and power relations in the specific context of Vietnamese lower secondary schooling. Drawing on long-term ethnographic fieldwork in two schools in the northern Vietnamese port city of Haiphong, the study questions a number of assumptions about school bullying and in doing so shifts the focus from the specific actions meted out by particular individuals to the power relations within which those actions gain currency.
Linköping Studies in Arts and Science No. 541 Department of Thematic Studies - Child Studies
Linköping University, Linköping 2011
Until now, little has been written about the social context of schooling in Vietnam and even less about the issue of school bullying. Taking seriously the oft-made claim that power relations are central to school bullying, this study focuses on the interconnectedness of school bullying and power relations in the specific context of Vietnamese lower secondary schooling. Drawing on long-term ethnographic fieldwork in two schools in the northern Vietnamese port city of Haiphong, the study questions a number of assumptions about school bullying and in doing so shifts the focus from the specific actions meted out by particular individuals to the power relations within which those actions gain currency.
Linköping Studies in Arts and Science No. 541 Department of Thematic Studies - Child Studies
Linköping University, Linköping 2011
Until now, little has been written about the social context of schooling in Vietnam and even less about the issue of school bullying. Taking seriously the oft-made claim that power relations are central to school bullying, this study focuses on the interconnectedness of school bullying and power relations in the specific context of Vietnamese lower secondary schooling. Drawing on long-term ethnographic fieldwork in two schools in the northern Vietnamese port city of Haiphong, the study questions a number of assumptions about school bullying and in doing so shifts the focus from the specific actions meted out by particular individuals to the power relations within which those actions gain currency.
Linköping Studies in Arts and Science No. 541 Department of Thematic Studies - Child Studies
Linköping University, Linköping 2011
Until now, little has been written about the social context of schooling in Vietnam and even less about the issue of school bullying. Taking seriously the oft-made claim that power relations are central to school bullying, this study focuses on the interconnectedness of school bullying and power relations in the specific context of Vietnamese lower secondary schooling. Drawing on long-term ethnographic fieldwork in two schools in the northern Vietnamese port city of Haiphong, the study questions a number of assumptions about school bullying and in doing so shifts the focus from the specific actions meted out by particular individuals to the power relations within which those actions gain currency.
Linköping Studies in Arts and Science No. 541 Department of Thematic Studies - Child Studies
Linköping University, Linköping 2011
Until now, little has been written about the social context of schooling in Vietnam and even less about the issue of school bullying. Taking seriously the oft-made claim that power relations are central to school bullying, this study focuses on the interconnectedness of school bullying and power relations in the specific context of Vietnamese lower secondary schooling. Drawing on long-term ethnographic fieldwork in two schools in the northern Vietnamese port city of Haiphong, the study questions a number of assumptions about school bullying and in doing so shifts the focus from the specific actions meted out by particular individuals to the power relations within which those actions gain currency.
Linköping Studies in Arts and Science No. 541 Department of Thematic Studies - Child Studies
Linköping University, Linköping 2011
Until now, little has been written about the social context of schooling in Vietnam and even less about the issue of school bullying. Taking seriously the oft-made claim that power relations are central to school bullying, this study focuses on the interconnectedness of school bullying and power relations in the specific context of Vietnamese lower secondary schooling. Drawing on long-term ethnographic fieldwork in two schools in the northern Vietnamese port city of Haiphong, the study questions a number of assumptions about school bullying and in doing so shifts the focus from the specific actions meted out by particular individuals to the power relations within which those actions gain currency.
Linköping Studies in Arts and Science No. 541 Department of Thematic Studies - Child Studies
Linköping University, Linköping 2011
Until now, little has been written about the social context of schooling in Vietnam and even less about the issue of school bullying. Taking seriously the oft-made claim that power relations are central to school bullying, this study focuses on the interconnectedness of school bullying and power relations in the specific context of Vietnamese lower secondary schooling. Drawing on long-term ethnographic fieldwork in two schools in the northern Vietnamese port city of Haiphong, the study questions a number of assumptions about school bullying and in doing so shifts the focus from the specific actions meted out by particular individuals to the power relations within which those actions gain currency.
Linköping Studies in Arts and Science No. 541 Department of Thematic Studies - Child Studies
Linköping University, Linköping 2011
Until now, little has been written about the social context of schooling in Vietnam and even less about the issue of school bullying. Taking seriously the oft-made claim that power relations are central to school bullying, this study focuses on the interconnectedness of school bullying and power relations in the specific context of Vietnamese lower secondary schooling. Drawing on long-term ethnographic fieldwork in two schools in the northern Vietnamese port city of Haiphong, the study questions a number of assumptions about school bullying and in doing so shifts the focus from the specific actions meted out by particular individuals to the power relations within which those actions gain currency.
Linköping Studies in Arts and Science No. 541 Department of Thematic Studies - Child Studies
Linköping University, Linköping 2011
SCHOOL
BULLYING
AND
POWER
RELATIONS IN
VIETNAM
P
AUL
H
ORTON
Until now, little has been written about the social context of schooling in Vietnam and even less about the issue of school bullying. Taking seriously the oft-made claim that power relations are central to school bullying, this study focuses on the interconnectedness of school bullying and power relations in the specific context of Vietnamese lower secondary schooling. Drawing on long-term ethnographic fieldwork in two schools in the northern Vietnamese port city of Haiphong, the study questions a number of assumptions about school bullying and in doing so shifts the focus from the specific actions meted out by particular individuals to the power relations within which those actions gain currency.
Linköping Studies in Arts and Science No. 541 Department of Thematic Studies - Child Studies
Linköping University, Linköping 2011
Until now, little has been written about the social context of schooling in Vietnam and even less about the issue of school bullying. Taking seriously the oft-made claim that power relations are central to school bullying, this study focuses on the interconnectedness of school bullying and power relations in the specific context of Vietnamese lower secondary schooling. Drawing on long-term ethnographic fieldwork in two schools in the northern Vietnamese port city of Haiphong, the study questions a number of assumptions about school bullying and in doing so shifts the focus from the specific actions meted out by particular individuals to the power relations within which those actions gain currency.
Linköping Studies in Arts and Science No. 541 Department of Thematic Studies - Child Studies
Linköping University, Linköping 2011
Until now, little has been written about the social context of schooling in Vietnam and even less about the issue of school bullying. Taking seriously the oft-made claim that power relations are central to school bullying, this study focuses on the interconnectedness of school bullying and power relations in the specific context of Vietnamese lower secondary schooling. Drawing on long-term ethnographic fieldwork in two schools in the northern Vietnamese port city of Haiphong, the study questions a number of assumptions about school bullying and in doing so shifts the focus from the specific actions meted out by particular individuals to the power relations within which those actions gain currency.
Linköping Studies in Arts and Science No. 541 Department of Thematic Studies - Child Studies
Linköping University, Linköping 2011
