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

Research output: Contribution to journalArticleResearchpeer-review

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.
Original languageEnglish
Pages (from-to)1045-1059
Number of pages15
JournalBritish Journal of Sociology of Education
Volume39
Issue number7
Early online date19 Apr 2018
DOIs
Publication statusPublished - 2018

Fingerprint

exclusion
aggression
student
group discussion
pupil
secondary school
management
Group

Cite this

@article{d24deba7cdcb489a88095f3f128415ec,
title = "The construction and maintenance of exclusion, control and dominance through students’ social sitting practices",
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.",
author = "Siobhan Dytham",
year = "2018",
doi = "10.1080/01425692.2018.1455494",
language = "English",
volume = "39",
pages = "1045--1059",
journal = "British Journal of Sociology of Education",
number = "7",

}

The construction and maintenance of exclusion, control and dominance through students’ social sitting practices. / Dytham, Siobhan.

In: British Journal of Sociology of Education, Vol. 39, No. 7, 2018, p. 1045-1059.

Research output: Contribution to journalArticleResearchpeer-review

TY - JOUR

T1 - The construction and maintenance of exclusion, control and dominance through students’ social sitting practices

AU - Dytham, Siobhan

PY - 2018

Y1 - 2018

N2 - 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.

AB - 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.

U2 - 10.1080/01425692.2018.1455494

DO - 10.1080/01425692.2018.1455494

M3 - Article

VL - 39

SP - 1045

EP - 1059

JO - British Journal of Sociology of Education

JF - British Journal of Sociology of Education

IS - 7

ER -