Document Type : Original Article
Authors
1
PhD student, Department of Social Sciences, Faculty of Literature and Humanities, Shahid Bahonar University of Kerman, Kerman, Iran
2
Associate Professor, Department of Social Sciences, Faculty of Literature and Humanities, Shahid Bahonar University of Kerman, Kerman, Iran
Abstract
Background and aim: Schools are pivotal for socialization but also serve as arenas where power relations and daily interactions can foster violent experiences for children. Children’s voices, especially in sociological research, remain marginalized. This qualitative study addresses this gap by exploring the contexts of school violence from the perspectives of third- and fourth-grade students in Shiraz, Iran. It aims to move beyond adult-centric analyses by centering children as active social agents to provide a nuanced portrayal of the phenomenon.
Data and method: Using a qualitative approach, in-depth semi-structured interviews were conducted with 18 primary school students (boys and girls) from grades three and four in Shiraz. Participants were selected via purposive and convenience sampling to maximize socioeconomic diversity. Data were analyzed through thematic analysis, involving initial coding and the extraction of basic, organizing, and global themes. Member checking was used to enhance trustworthiness.
Findings: The analysis identified six principal organizing themes that constitute the contexts of violence: 1) Overcrowded educational spaces, 2) Inflexible rules, 3) Teacher characteristics and practices, 4) Violence-facilitating physical structures, 5) Systematic child-negating attitudes, and 6) Incoordination among school authorities.
Conclusion: The findings reveal school violence as a multi-dimensional phenomenon woven from structural, cultural, and interpersonal factors. It is reproduced within a matrix of power relations and historical educational structures, perpetuating symbolic, structural, and direct violence. Consequently, the study underscores the urgent need to re-evaluate educational policies and structures, advocating for reforms that place children’s voices and experiences at their core.
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