ABSTRACT Bullying has been conceptualised as a phenomenon that focuses mainly on individuals and individual behaviour. We seek to broaden the discussion on bullying by describing and defining how teachers participate in and/or enable bullying, and to thus expand the notion of bullying as individual behaviour to include actors, norms and processes. This study is based on ethnographic observation and interview data that were gathered in 2013–2016 in one high school in the metropolitan area of Finland. We found that teachers ignored and excluded a student who was labelled ‘not-normal’. We use the concept of recognition and redefine it according to the context of bullying, and state that the individual in our study was not recognised as a student because he broke the norms of the school and was thus excluded. We suggest that bullying should be seen as a structural issue and should not be limited to individuals’ behaviour.

中文翻译：

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“他没能在这所学校找到自己的位置” –重新审查了教师在芬兰综合学校欺凌中的作用

摘要欺凌已被概念化为主要集中于个人和个人行为的现象。我们试图通过描述和定义教师如何参与和/或实现欺凌来扩大关于欺凌的讨论，从而将欺凌的概念扩展为个人行为，以涵盖行为者，规范和过程。这项研究基于民族志学观察和访谈数据，这些数据是2013年至2016年在芬兰首都圈一所高中收集的。我们发现，教师忽略并排除了被标记为“非正常”学生的情况。我们使用承认的概念，并根据欺凌的情况对其进行重新定义，并声明我们研究中的个人未被认可为学生，因为他违反了学校规范，因此被排除在外。