This theoretical article posits a critical educational perspective on school bullying, whereby focus shifts from the individuals involved to the structural aspects of schooling. The article draws inspiration from critical pedagogy and the sociology of education to critically consider how power relations in schools relate to school bullying through a theorization of the importance of four features of schooling outlined by Duncan (2013): compulsion, compression, control, and competition. The article suggests that rather than merely studying the negative social interactions of individuals or groups of individuals, there needs to be more critical consideration of the educational context within which bullying occurs.

Keywords: Bullying, social-ecology, critical pedagogy, schooling, power