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Using photographs in social and historical research

ethnicity of those students. This chapter challenges simplistic theorisations of difference and illustrates how drawing connections between supposedly different forms of bullying can offer important new insights. While a number of the chapters in the book discuss implications and recommendations for anti-bullying policies, the final chapters focus more explicitly on anti-bullying interventions. In Chapter 11, Margaret Schneider and colleagues discuss the importance of Gay-Straight Alliances in reducing homophobia and improving the social climate of schools. In Chapter 12, Debbie Ollis discusses how to best plan and deliver interventions and emphasises the importance of teacher training, sexuality education, and the implementation of whole school approaches that not only focus on the behaviour of individuals but also acknowledge ‘the influence of broader social structures such as gender, class, ethnicity/culture and power in the construction of sexualities and gender’ (p. 148). While the importance of class, ethnicity, culture, and power is raised in the book, these discussions could have been elaborated and the inclusion of work from cultural contexts outside the UK, USA, Canada, and Australia would certainly have added another dimension to discussions of the experiences and discourses of sexuality and gender. However, as the editors themselves note in the concluding chapter, this book constitutes a very useful resource for educators and policymakers, bringing together as it does discussions of various forms of bullying in an edited collection that incorporates individual and collective approaches to bullying, critical analyses, personal experiences, and recommendations for how to best work with the issues raised. This book is a welcome and important addition to the growing literature on bullying and is highly recommended to anyone interested in better understanding the importance of gender and sexuality to bullying.