How is it possible that bullying continues to be a common phenomenon in schools, despite the fact that so many teachers, students and parents, through diverse anti-bullying programmes, have been engaged in trying to stop it? This question is addressed in this article through a philosophy of education-based analysis of the phenomenon of bullying. The article builds on results from two research projects financed by the Swedish research Council, and offers a critical reading of the so-called norm-critical (Swedish normkritiska) approaches to bullying. As a result of the analysis made, the article shows how the inequality of the institution itself reproduces the conditions for bullying, and that in order to change those conditions, individual actors in the everyday life of schooling need to confirm their equality.

Keywords: Mobbning, normkritik, pedagogisk teori, förändring, jämlikhet