ABSTRACT

We investigate the importance of spatial, material, and organisational factors to gendered peer relations on the school football pitch. The study is part of an ethnographic research project exploring the relations between school bullying and the institutional context of schooling, focusing on the perspectives of teachers and pupils from preschool class up to grade eight (approximately ages 5–13). The findings in this study are based on participant observations and semi-structured interviews with pupils at three schools in Sweden. Our findings illustrate how social-ecological elements of spatial, material, and organisational factors such as school design, the material construction of the pitches, and the temporal organisation of the space through scheduling promote gendered positioning and fevered interactions which influence peer relations and sometimes contribute to degrading treatment, harassment and bullying. Our study demonstrates how these processes need to be understood as complexly related to social-ecological factors beyond the football pitch setting.

摘要

我们研究了空间、物质和组织因素对学校足球场上性别同伴关系的重要性。该研究是人种学研究项目的一部分，该项目旨在探索校园欺凌与学校教育制度背景之间的关系，重点关注学前班至八年级（大约 5-13 岁）教师和学生的观点。这项研究的结果基于对瑞典三所学校学生的参与观察和半结构化访谈。我们的研究结果说明了空间、材料和组织因素（例如学校设计、球场的材料结构）的社会生态元素如何 通过日程安排对空间进行时间安排会促进性别定位和激烈的互动，从而影响同伴关系，有时甚至导致有辱人格的待遇、骚扰和欺凌。我们的研究表明，这些过程需要被理解为与足球场环境之外的社会生态因素复杂相关。