| Reference : Does emotion have a gender? Violence, bullying and emphaty at school. Girls‘ and boys... |
| Scientific congresses, symposiums and conference proceedings : Unpublished conference | |||
| Social & behavioral sciences, psychology : Sociology & social sciences | |||
| http://hdl.handle.net/10993/28008 | |||
| Does emotion have a gender? Violence, bullying and emphaty at school. Girls‘ and boys‘ experiences | |
| English | |
Kerivel, Aude  [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Integrative Research Unit: Social and Individual Development (INSIDE) >] | |
| 13-Jul-2016 | |
| Ayral S. (2013). La fabrique des garçons. Sanctions et genre au collège. Presse Universitaire de France. Paris.
Debarbieux E. (2006). Violence à l’école : un défi mondial ? Armand Colin. Paris. Duru-Bellat M. (2004). L’école des filles : quelle formation pour quels rôles sociaux? L’Harmattan. Paris. Cardi Coline & Pruvost Geneviève (2012). Penser la violence des femmes, La découverte, Paris. Glaser B. & Strauss A. (2010). La découverte de la théorie ancrée. Stratégies pour la recherche qualitative, Armand Colin. Paris. Kerivel A. (2009). Jeunesses et respect dans une société fragmentée. Thèse de doctorat sous la direction de Jan Spurk. Paris-Descartes. Paris. Michaud Y. (1978). Violence et politique. Gallimard. Paris. Roussillon R. (1995). Logiques et archéologiques du cadre psychanalytique. Presse universitaire de France. Paris. Welzer-Lang D. (2002). « Virilité et virilisme dans les quartiers populaires en France ». Ville Ecole Intégration n°128, mars 2002, pp.10-32. Zanna O. (2010). Restaurer l’empathie chez les mineurs délinquants. Dunod. Paris. | |
| Yes | |
| International | |
| Third ISA Forum of Sociology The Futures We Want: Global Sociology and the Struggles for a Better World | |
| July 10-14, 2016 | |
| International Sociological Association | |
| Vienna | |
| Austria | |
| [en] Violence ; Gender ; Children ; bullying ; school ; empathie | |
| [en] Our research departed from the topic of violence at school, with the focus on school climate. Victimation surveys (which consider children’s point of view, and not only teachers’ point of view) have allowed to expand the question of violence and bullying to school climate
Girls and boys at school, are usually called by their gender. According to teachers, violence at school is essentially the question of boys, as shown by Ayral (2012), and are most often sanctionned. (In her survey in Collège 84-97% of pupils, sanctionned for violence against others, are boys). Work on violence at school leads us to look at children’s experience to understand a subjective phenomenon (Michaud, 1978) and to consider the point of view of victims, of authors, and witnesses, as well as the context: Elementary School. The observation of girls groups vs boys groups leads to different experiences of violence and different perceptions of places at school. But these differences are less important than teachers‘ representations. Interactions between a teacher and pupils, and also among pupils, generated from the pedagogic moment in the classroom, and emphasize differences between girls and boys. Empathy traning contributes to reducing gaps between boys and girls, constitues an interesting line of approach. While girls and boys‘ emotions are realtively similar, (they are similar representations) , then why observing such a difference in violence expression (action are more different) ? | |
| Researchers ; Professionals ; Students ; General public | |
| http://hdl.handle.net/10993/28008 |
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