Is There a Hole in the Whole-School Approach? A Critical Review of Curriculum Understanding in Bullying Research
This article investigates curriculum understanding in bullying research and discusses how such an understanding can contribute to bullying prevention in schools. So far, no studies have systematically investigated an understanding of curriculum in research on bullying prevention.
Building on a critical review of 29 studies, the article identifies curriculum as a broadly understood concept constricted in different categories of bullying research. Such compartmentalization, the article argues, may contribute to the underutilization of curriculum knowledge in bullying research and obstruct the development of new and innovative approaches to prevent bullying in schools.
The study concludes that curriculum knowledge should be more explicitly addressed in bullying research, and that more collaboration is needed. Emphasizing a whole-school approach, without a broader understanding of curriculum, risks constraining the application of pedagogical knowledge in bullying prevention.
How to Cite
Keywords:bullying prevention, curriculum, whole-school approach, critical realism, teacher professionalism
Copyright (c) 2020 Frode Restad
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors contributing to Nordic Studies in Education retain copyright to their articles but agree to publish them under a Creative Commons CC-BY 4.0 License. The terms of this license permit third parties to freely copy and redistribute the material in any medium or format, and to adapt, transform, and build upon the material for any purpose, even commercially, as long as appropriate credit is given, a link to the license is provided, and any changes made are indicated. The foregoing may be done in any reasonable manner, but not in any way that suggests the licensor endorses the third party or their use.