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Dergiler / International Journal of Social Sciences and Education Research / 2026 / Cilt: 11 Sayı: 3

English language teachers' views on school bullying and ethnocultural diversity in Greek primary schools: A Bourdieusian approach

Eirini Tryferou(University of the Aegean)0009-0002-1179-3619
Panagiotis Giavrimis(University of the Aegean)0000-0001-7368-3533
Sayfa
175–187
Yayın Tarihi
2025-09-30
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⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

Findings showed that the participants understood bullying in line with international literature, highlighting the infrequent occurrence of such incidents in the school setting between native students and those with ethnocultural diversity, which usually takes the form of verbal abuse, mainly involving racist comments.

📌 3 Maddede Bu Makale

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Amaç & Hipotez:This study aimed to explore the views of English language teachers who have taught in Greek primary schools on the island of Lesvos regarding bullying within the context of including students from diverse ethnocultural backgrounds.
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Temel Bulgular & Veri:The research addresses a significant gap in understanding how educational policies and practices may unintentionally perpetuate social hierarchies through symbolic violence.
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Sonuç & Katkı:Findings showed that the participants understood bullying in line with international literature, highlighting the infrequent occurrence of such incidents in the school setting between native students and those with ethnocultural diversity, which usually takes the form of verbal abuse, mainly involving racist comments.
🔬Tür:Araştırma Makalesi
📍Kapsam:Genişletilmiş Akademik Örneklem
⚙️Değişkenler:School bullying · Ethnocultural diversity · English language teachers

Özet

This study aimed to explore the views of English language teachers who have taught in Greek primary schools on the island of Lesvos regarding bullying within the context of including students from diverse ethnocultural backgrounds. Drawing on Bourdieu's concept of cultural capital, the study examined how teachers interpret and respond to bullying incidents and the extent to which social and familial resources influence such behaviors. Using a qualitative method, the most commonly employed approach, research data were collected through semi-structured interviews with fifteen English language teachers. The research addresses a significant gap in understanding how educational policies and practices may unintentionally perpetuate social hierarchies through symbolic violence. Findings showed that the participants understood bullying in line with international literature, highlighting the infrequent occurrence of such incidents in the school setting between native students and those with ethnocultural diversity, which usually takes the form of verbal abuse, mainly involving racist comments.

Abstract

This study aimed to explore the views of English language teachers who have taught in Greek primary schools on the island of Lesvos regarding bullying within the context of including students from diverse ethnocultural backgrounds. Drawing on Bourdieu's concept of cultural capital, the study examined how teachers interpret and respond to bullying incidents and the extent to which social and familial resources influence such behaviors. Using a qualitative method, the most commonly employed approach, research data were collected through semi-structured interviews with fifteen English language teachers. The research addresses a significant gap in understanding how educational policies and practices may unintentionally perpetuate social hierarchies through symbolic violence. Findings showed that the participants understood bullying in line with international literature, highlighting the infrequent occurrence of such incidents in the school setting between native students and those with ethnocultural diversity, which usually takes the form of verbal abuse, mainly involving racist comments.

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Bu Makaleye Atıf Yap

Tryferou, E., Giavrimis, P. (2025). English language teachers' views on school bullying and ethnocultural diversity in Greek primary schools: A Bourdieusian approach. International Journal of Social Sciences and Education Research, Cilt: 11 Sayı: 3, 175–187. https://doi.org/10.24289/ijsser.1724385

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