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The dilemmas of victim positioning
seem to spend a great deal of energy on these positioning
efforts. In fact, the children’s narratives indicate that positioning
efforts constitute the primary element, while the school
activities constitute the secondary element, in the collective
engagement of the children’s group.
The tools are employed in different quantities at different times.
This is true not only for the girls’ group. In the boys’ group, the
same tools are used, though with increased emphasis on
physical violence. This is perhaps what has made Tobias, one of
Katinka’s classmates, choose a different strategy. For some time,
Tobias has been the target of and loser in the violent
interactions within the boys’ group, and, contrary to Katinka,
he has chosen to categorize himself as being in the victim
position. Tobias’ problem, however, is that his positioning is
not working as ‘intended’ when it comes to receiving help from
authorities outside the violent relations. In spite of his
descriptions of his position as a victim and his appeal to
teachers and parents for help, Tobias experiences only
trivialization and suspicion from the adults. 69
Perhaps Katinka has learned from Tobias’ situation, though
most likely not on a reflective level. But, from her time as
someone who would cry and appeal for inclusion in the shared
social arena, she is likely to have gathered some experiences
concerning the lack of help, which, in some way, has directed
her towards another strategy. She has moved from appealing for
help (crying) to attempting neutral survival to finally making an
69
Here lies another subtlety that needs to be considered when dealing with the
avoidance of victim positions: the victim position’s implicit promise of
realization of rights and help from outside the group is not always fulfilled. For
some, this might be the most obvious reason for not explicitly declaring oneself
a victim.
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