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This article highlights one strand of a study which investigated the concept of the violence-resilient school. In six inner-city secondary schools, data on violent incidents in school and violent crime in the neighbourhood were gathered, and compared with school practices to minimise violence, accessed through interviews. Some degree of association between the patterns of behaviour and school practices was found: schools with a wider range of well-connected practices seemed to have less difficult behaviour. Interviews also showed that the different schools had different organisational discourses for construing school violence, its possible causes and the possible solutions. Differences in practices are best understood in connection with differences in these discourses. Some of the features of school discourses are outlined, including their range, their core metaphor and their silences. The authors suggest that organisational discourse is an important concept in explaining school effects and school differences, and that improvement attempts could have clearer regard to this concept. [ABSTRACT FROM AUTHOR]

Whilst UK schools move towards U.S ‘big brother’ style mentoring systems for children, are actual brothers and sisters becoming an invisible source of support to deal with bullying in everyday life? This paper reports on research with children aged 7–13 about their experiences and understandings of their relationships with their brothers and sisters, both at home and at school. Some children talked about the importance of having older and younger siblings in school as a source of support in times of bullying, particularly those children from minority ethnic backgrounds. However, some children welcomed the space school gave them to be separate from their siblings. Others talked of the difficulties that association with their siblings at school caused them. [ABSTRACT FROM AUTHOR]

This article addresses children’s sibling relationships as a site of social learning involving the (re)production of femininity and masculinity, drawing on in‐depth qualitative interviews with children aged 8–12. We begin by noting the lack of focus on gender in the majority of previous work on siblings. After introducing our own study, we look at the ways in which children understood their siblings in relation to themselves, highlighting points of closeness and division, and pointing to class distinctions around individuality and collectivity. We then explore how ‘talk’ and ‘activity’ are key gendered features of children’s relationships with their sisters and brothers, revealing versions of femininity and masculinity, and interplays of power. Finally, we consider how these gendered features of sibling practices have implications for children’s ability to deal with change in relationships with their sisters and brothers, especially living apart from each other, and we return to class as a feature of their understandings. [ABSTRACT FROM AUTHOR]

Sisters and sistering are peculiarly absent from the sociology of the family. Sociologists document women's role as mothers, carers, workers, daughters and wives yet neglect their experiences as sisters. Our knowledge of this widespread tie derives more from media images than from women's own experiences. This article explores several reasons for this marginalization from the sensational depiction of sisters in popular culture as either friends or rivals, and their mythical status in feminist politics, to the specialized interest of psy professionals and policy makers in childhood rivalry and sibling solidarity among the elderly. It reveals the paradox surrounding the silence of sistering as part of family lives and the visibility of sisterhood in the public and sociological imagination. Drawing on a qualitative study of sister relationships among girls and women aged 6-50, it illustrates the complexities of sistering as personal lived experience. [ABSTRACT FROM AUTHOR]

This paper considers two aspects of feminist orthodoxy regarding ethics and reflexivity during data analysis in qualitative research. These methodological issues surfaced in an exploratory study of how discourses of sistering socially construct and produce feminine subjectivity. Research was carried out with 37 women aged between 6 and 50 from different class and ethnic backgrounds living in the UK. Auto/biographical work in sociology influenced the design of the qualitative methods and the use of a grounded theory and case study approach to the analysis of the interview narratives. The discussion of methodological dilemmas-how to analyse multiple perspectives of relationships with varying degrees of disclosure among participants-is located within both feminist standpoint and poststructuralist theory. A case is made for guaranteeing anonymity rather than confidentiality, and offering selective reciprocity rather than an equal exchange between researcher and participants. The challenge of working with feminist reflexivity is considered through the notion of bounded privacy and a silenced 'I'. [ABSTRACT FROM AUTHOR]

This paper considers some methodological aspects of collecting data from children drawing on three empirical studies carried out in home and school settings using qualitative methods. The paper begins with an overview of methodological issues before briefly describing the three studies and the range of methods used. Then it examines the merits and limitations of these methods including participant observation, small group discussions, interviews and structured activities. Finally, some concluding remarks are made about the appropriateness and effectiveness of these methods. © 1997 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]

The qualitatiye study described in this paper considers the social context of school meals in an urban primary school in southern England. The study was designed to provide information about the factors affecting children's food consumption, the contexts in which food is eaten in school and rushed and stressful occasion rather than a pleasant social experience. rerely related to teaching and learning about food in the classroom.Lunch break is too long ... You have twenty minutes in the canteen for your lunch and it's a scramble and you have an hour outside and they lock the classrooms so you have to stay outside1. [ABSTRACT FROM PUBLISHER]