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Understanding Pupil Violence: Bullying Theory as Technoscience in Sweden and Norway
Copyright policy )Understanding Pupil Violence: Bullying Theory as Technoscience in Sweden and Norway
Around 1970, violence among pupils became conceptualised in a radically new way when the concept of “mobbing” was introduced into the Nordic school debate. The concept was immediately embraced by popular discourse with the result that significant attention and discussion followed. It was also soon picked up by researchers and became further developed within Swedish and Norwegian behavioural science. This article concerns how pupil violence in the form of bullying was understood and theorised in the 1970s, 1980s and 1990s in Sweden and Norway. It shows how certain political and intellectual conditions, and events, in both national contexts were decisive for the development of bullying theory, eventually leading up to a commercialisation of bullying theory. This development is discussed with the help of the concept “psychology-commercial complex,” derived from Pickstone’s theory of technoscience. publishedVersion
- University of Bergen Norway
- Umeå University Sweden
Microsoft Academic Graph classification: Behavioural sciences Norwegian History of ideas Politics Sociology History of education Gender studies Mobbing Technoscience language.human_language Peer review language
Library of Congress Subject Headings: lcsh:LA5-2396 lcsh:History of education
mobbing, History, History of Ideas, Historia, Education, Educational Sciences, technoscience, Heinemann, bullying, Idé- och lärdomshistoria, Olweus, Utbildningsvetenskap
mobbing, History, History of Ideas, Historia, Education, Educational Sciences, technoscience, Heinemann, bullying, Idé- och lärdomshistoria, Olweus, Utbildningsvetenskap
Microsoft Academic Graph classification: Behavioural sciences Norwegian History of ideas Politics Sociology History of education Gender studies Mobbing Technoscience language.human_language Peer review language
Library of Congress Subject Headings: lcsh:LA5-2396 lcsh:History of education
citations This is an alternative to the "Influence" indicator, which also reflects the overall/total impact of an article in the research community at large, based on the underlying citation network (diachronically).1 popularity This indicator reflects the "current" impact/attention (the "hype") of an article in the research community at large, based on the underlying citation network.Average influence This indicator reflects the overall/total impact of an article in the research community at large, based on the underlying citation network (diachronically).Average impulse This indicator reflects the initial momentum of an article directly after its publication, based on the underlying citation network.Average citations This is an alternative to the "Influence" indicator, which also reflects the overall/total impact of an article in the research community at large, based on the underlying citation network (diachronically).1 popularity This indicator reflects the "current" impact/attention (the "hype") of an article in the research community at large, based on the underlying citation network.Average influence This indicator reflects the overall/total impact of an article in the research community at large, based on the underlying citation network (diachronically).Average impulse This indicator reflects the initial momentum of an article directly after its publication, based on the underlying citation network.Average
Citations provided by BIP!Popularity provided by BIP!- University of Bergen Norway
- Umeå University Sweden
Around 1970, violence among pupils became conceptualised in a radically new way when the concept of “mobbing” was introduced into the Nordic school debate. The concept was immediately embraced by popular discourse with the result that significant attention and discussion followed. It was also soon picked up by researchers and became further developed within Swedish and Norwegian behavioural science. This article concerns how pupil violence in the form of bullying was understood and theorised in the 1970s, 1980s and 1990s in Sweden and Norway. It shows how certain political and intellectual conditions, and events, in both national contexts were decisive for the development of bullying theory, eventually leading up to a commercialisation of bullying theory. This development is discussed with the help of the concept “psychology-commercial complex,” derived from Pickstone’s theory of technoscience. publishedVersion