Parents´ situated experiences with gendered discourses in relation to their children's involvement in online bullying

The presentation aims to share insights from case studies investigating parents´ contextual experiences with gendered discourses in relation to their children's exploration of their perceived identities and becoming, and engagement in (online) bullying.<br/>The study builds on post-structuralist theories, drawing primarily from key concepts of power and discursive practices as theorised by Foucault (1976, 1980), and further developed by Davies (1990) and Barad (2007), alongside Butler’s (2007) exploration of performativity. Moreover, we aim to reflect on parents' experiences through intersectionality, considering factors like socioeconomic status, cultural background, religious beliefs, gender, and their intra-actions.<br/><br/>The arguments are based on findings from two qualitative inquiries conducted in Ireland and Italy with parents of young people aged between 11 and 17 years old. The studies include semi-structured interviews and workshop-based focus groups.<br/><br/>The findings reveal that parents are challenged by their children's search for belonging and values in online environments. The young people engaged in our studies are drawn to online communities that offer them a sense of comfort and belonging, exposing them to content tailored to appeal to their needs. However, these do not always align with parents’ values and dominant norms in specific sociocultural contexts, affecting also (online) bullying dynamics.<br/><br/>Our analysis opens a reflection on the complex dimensions of gender construction and the implications for understanding parenthood and its impact on young people's becoming. It challenges categorical conceptualizations of 'parents' in online bullying research, and urges for a more layered understanding that reflects the intersectionality of various forces.