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

Year 2025, Volume: 11 Issue: 3, 175 - 187, 30.09.2025

Eirini Tryferou , Panagiotis Giavrimis

https://doi.org/10.24289/ijsser.1724385

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.

Keywords

School bullying Ethnocultural diversity English language teachers Primary school Greece.

References

  • Aravanis, S. (2016). Bullying-violence and refugee students: A literature review. Pedagogical Review, 62, 29–41, https://doi.org/10.26266/jpevol62pp29-41
  • Basilici, M. C., Palladino, B. E., & Menesini, E. (2022). Ethnic diversity and bullying in school: A systematic review. Aggression and violent behaviour, 65. https://doi.org/10.1016/j.avb.2022.101762
  • Bourdieu, P. (1973). Cultural reproduction and social reproduction. In R.Brown (Ed.), Knowledge, education and social change (pp. 71–112). London: Tavistock.
  • Bourdieu, P. (1983). The Forms of Capital, in J. G. Richardson (Ed.), Handbook of Theory and Research for the Sociology of Education (pp. 241–258), New York: Greenwood Press.
  • Bourdieu, P. (1986). The forms of capital. In J. Richardson (Ed.), Handbook of theory and research for the sociology of education (pp. 241—258). New York: Greenwood.
  • Bourdieu, P. (1990). The Logic of Practice (trans. R. Nice). Stanford, CA: Stanford University Press.
  • Bourdieu, P. (1994). Structures, habitus, power: Basis for a theory of symbolic power. In N.B. Dirks, G. Eley. & S.B. Onner (Eds.), Culture/power/history: A reader in contemporary social theory (pp. 155–199). Princeton. NJ: Princeton University Press.
  • Bourdieu, P. (1998). Practical reason: On the theory of action. Cambridge, UK: Polity.
  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77–101. doi:10.1191/1478088706qp063oa
  • Fili, C., Maki, A., Nikolaou, G., & Thanos, T. (2015). School violence and bullying about national-cultural difference: a student's perspective. Conference: Cultural Diversity, Equity, and Inclusion Intercultural Education in the 21st century and beyond. https://www.researchgate.net/publication/281100904_School_violence_and_bullying_in_relation_to_national-cultural_difference_a_students'_perspective
  • Galaziou, M., Goula, G., Pagouna, O., Tsironi, E., Nikolaou, G., & Thanos, T. (2015). School Violence and Ethnoculturally Different Students: Primary School Teachers' Views. In Conference: Cultural Diversity, Equity, and Inclusion, Intercultural Education in the 21st century and beyond. https://www.researchgate.net/publication/281100949_School_Violence_and_Ethno-cultural_Different_Students_Primary_School_Teachers'_Views
  • Georgiou, S., Fedonos, F. (2020). Bullying and victimisation at school: personal and family parameters.Psychology: The Journal of the Hellenic Psychological Society, 18(4), 484–502, https://doi.org/10.12681/psy_hps.23735
  • Giavrimis, P. (2022). Teachers' views on the integration of migrants and refugees and Greek educational policy. Pedagogical Discourse, 28(1), 57-77, https://doi.org/10.12681/plogos.31206
  • Giavrimis, P. (2023). ‘Voices’ of early school leavers in the Greek educational system: A Bourdieusian approach. Equity in Education & Society, 3(2), 172–190. https://doi.org/10.1177/27526461231215082
  • Giavrimis, P., & Dimitriadou, S. (2023). Teachers' conceptualisations of migration education policy for the integration of migrant and refugee students in the educational system. Education Sciences, 2023(2), 7-22, https://doi.org/10.26248/edusci.v2023i2.1691
  • Goldthorpe, J. H. (2007). "Cultural Capital": Some Critical Observations.Sociologica, 1(2), https://www.rivisteweb.it/doi/10.2383/24755
  • Isari, F., & Pourkos, M. (2015). Qualitative research methodology: applications in psychology and education. Kallipos, Open Academic Publications. https://dx.doi.org/10.57713/kallipos-473
  • Johnson, D.P. (2008). Contemporary sociological theory. An Integrated Multi-Level Approach. New York: Springer.
  • Lareau, A., & Weininger, E. B. (2003). Cultural capital in educational research: A critical assessment. Theory and Society, 32, 567-606, https://doi.org/10.1023/B:RYSO.0000004951.04408.b0
  • Mandeli, A., & Nikolaou, G. (2014). Ethnocultural Otherness as a Root Cause of School Bullying. In Proceedings of the 1st Panhellenic Conference on Sociology of Education: 'Research in the Sociology of Education, Present and Prospects'. https://www.researchgate.net/publication/303543037_E_Ethnopolitismike_Eteroteta_os_genesiourgos_aitia_tou_Scholikou_Ekphobismou
  • Maridaki-Kassotaki, A. (2009). Introduction to Educational Psychology. Athens: Atrapos.
  • Nikolaou, G. (2013). School bullying and ethnocultural diversity. In H. Kourkoutas &. Θ. Thanos (Eds.), School violence and delinquency. Psychological, sociological, and pedagogical dimensions. Entaxia approaches and interventions, 51–78. Athens: Topos.
  • Nikolaou, G., & Samsari, E. (2016). Attitudes of native and immigrant students towards school bullying in Greece. Multicultural Education Review, 8(3), 160-175, https://doi.org/10.1080/2005615x.2016.1184022
  • Nikolaou, G., Kalogirou, C. & Spyropoulou, A. (2019). Bullying and ethnic diversity: investigating their relationship in the school setting, Intercultural Education, 30(4), 335–350, https://doi.org/10.1080/14675986.2019.1582208
  • Nikolaou, G., Kaloyirou, C., & Spyropoulou, A. (2019). Bullying and ethnic diversity: investigating their relation in the school setting. Intercultural education, 30(4), 335–350.
  • Olweus, D. (1993). Bullying at school: What we know and what we can do (Understanding Children's Worlds). Malden, MA: Blackwell.
  • Olweus, D. (2009). Bullying and Violence in School. What we know and what we can do (Ed. G. Tsiantis). Athens: E.P.S.Y.P.E..
  • Olweus, D. (2013). School Bullying: Development and Some Important Challenges. annual review of clinical psychology, 9(1), 751-780, https://doi.org/10.1146/annurev-clinpsy-050212-185516
  • Pappas, G. (2023). School bullying and cultural otherness: vulnerable social groups and education. Multidisciplinary Journal of School Education, 12(1/23), 59-94. https://doi.org/10.35765/mjse.2023.1223.03
  • Psalti, A., & Konstantinou, K. (2020). Bullying in secondary schools: The influence of gender and ethnicity. Psychology: The Journal of the Hellenic Psychological Society, 14(4), 329–345. https://doi.org/10.12681/psy_hps.23877
  • Roubi, M., Kavga, A., Apostolara, P., Drakopoulou, M., Mantoudi, A., & Kalemikerakis, I. (2023). The impact of migration on adolescents and their bullying experience in the school environment. Perioperative Nursing-Quarterly scientific, online official journal of GORNA, 12(1 January-March 2023), 32–51.
  • Samsari, E., Nikolaou, G., & Palaiologou, N. (2024). Multicultural Education and Students with Special Needs: A Case Study from Greece. International Journal of Disability, Development and Education, 72(1), 134–148. https://doi.org/10.1080/1034912X.2024.2336250
  • Sanders, C. E. (2004). Bullying: implications for the classroom. Academic Press.
  • Sapouna, M. (2010). Collective efficacy in the school context: Does it help explain victimisation and bullying among Greek primary and secondary school students? Journal of interpersonal violence, 25(10), 1912-1927, https://doi.org/10.1177/0886260509354509
  • Sullivan, A. (2001). Cultural capital and educational attainment. Sociology, 35(4), 893-912, https://doi.org/10.1177/0038038501035004006
  • Swartz, D. (1997). Culture and power: The sociology of Pierre Bourdieu. Chicago: University of Chicago Press.
  • Thanos, T., & Tolios, E. (2013). Educational and cultural practices of parents and their social background. Scientific Yearbook of the Department of Early Childhood Education, University of Ioannina, 6, 54–89. https://doi.org/10.12681/jret.757

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

Year 2025, Volume: 11 Issue: 3, 175 - 187, 30.09.2025

Eirini Tryferou , Panagiotis Giavrimis

https://doi.org/10.24289/ijsser.1724385

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.

Keywords

School bullying Ethnocultural diversity English language teachers Primary school Greece

References

  • Aravanis, S. (2016). Bullying-violence and refugee students: A literature review. Pedagogical Review, 62, 29–41, https://doi.org/10.26266/jpevol62pp29-41
  • Basilici, M. C., Palladino, B. E., & Menesini, E. (2022). Ethnic diversity and bullying in school: A systematic review. Aggression and violent behaviour, 65. https://doi.org/10.1016/j.avb.2022.101762
  • Bourdieu, P. (1973). Cultural reproduction and social reproduction. In R.Brown (Ed.), Knowledge, education and social change (pp. 71–112). London: Tavistock.
  • Bourdieu, P. (1983). The Forms of Capital, in J. G. Richardson (Ed.), Handbook of Theory and Research for the Sociology of Education (pp. 241–258), New York: Greenwood Press.
  • Bourdieu, P. (1986). The forms of capital. In J. Richardson (Ed.), Handbook of theory and research for the sociology of education (pp. 241—258). New York: Greenwood.
  • Bourdieu, P. (1990). The Logic of Practice (trans. R. Nice). Stanford, CA: Stanford University Press.
  • Bourdieu, P. (1994). Structures, habitus, power: Basis for a theory of symbolic power. In N.B. Dirks, G. Eley. & S.B. Onner (Eds.), Culture/power/history: A reader in contemporary social theory (pp. 155–199). Princeton. NJ: Princeton University Press.
  • Bourdieu, P. (1998). Practical reason: On the theory of action. Cambridge, UK: Polity.
  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77–101. doi:10.1191/1478088706qp063oa
  • Fili, C., Maki, A., Nikolaou, G., & Thanos, T. (2015). School violence and bullying about national-cultural difference: a student's perspective. Conference: Cultural Diversity, Equity, and Inclusion Intercultural Education in the 21st century and beyond. https://www.researchgate.net/publication/281100904_School_violence_and_bullying_in_relation_to_national-cultural_difference_a_students'_perspective
  • Galaziou, M., Goula, G., Pagouna, O., Tsironi, E., Nikolaou, G., & Thanos, T. (2015). School Violence and Ethnoculturally Different Students: Primary School Teachers' Views. In Conference: Cultural Diversity, Equity, and Inclusion, Intercultural Education in the 21st century and beyond. https://www.researchgate.net/publication/281100949_School_Violence_and_Ethno-cultural_Different_Students_Primary_School_Teachers'_Views
  • Georgiou, S., Fedonos, F. (2020). Bullying and victimisation at school: personal and family parameters.Psychology: The Journal of the Hellenic Psychological Society, 18(4), 484–502, https://doi.org/10.12681/psy_hps.23735
  • Giavrimis, P. (2022). Teachers' views on the integration of migrants and refugees and Greek educational policy. Pedagogical Discourse, 28(1), 57-77, https://doi.org/10.12681/plogos.31206
  • Giavrimis, P. (2023). ‘Voices’ of early school leavers in the Greek educational system: A Bourdieusian approach. Equity in Education & Society, 3(2), 172–190. https://doi.org/10.1177/27526461231215082
  • Giavrimis, P., & Dimitriadou, S. (2023). Teachers' conceptualisations of migration education policy for the integration of migrant and refugee students in the educational system. Education Sciences, 2023(2), 7-22, https://doi.org/10.26248/edusci.v2023i2.1691
  • Goldthorpe, J. H. (2007). "Cultural Capital": Some Critical Observations.Sociologica, 1(2), https://www.rivisteweb.it/doi/10.2383/24755
  • Isari, F., & Pourkos, M. (2015). Qualitative research methodology: applications in psychology and education. Kallipos, Open Academic Publications. https://dx.doi.org/10.57713/kallipos-473
  • Johnson, D.P. (2008). Contemporary sociological theory. An Integrated Multi-Level Approach. New York: Springer.
  • Lareau, A., & Weininger, E. B. (2003). Cultural capital in educational research: A critical assessment. Theory and Society, 32, 567-606, https://doi.org/10.1023/B:RYSO.0000004951.04408.b0
  • Mandeli, A., & Nikolaou, G. (2014). Ethnocultural Otherness as a Root Cause of School Bullying. In Proceedings of the 1st Panhellenic Conference on Sociology of Education: 'Research in the Sociology of Education, Present and Prospects'. https://www.researchgate.net/publication/303543037_E_Ethnopolitismike_Eteroteta_os_genesiourgos_aitia_tou_Scholikou_Ekphobismou
  • Maridaki-Kassotaki, A. (2009). Introduction to Educational Psychology. Athens: Atrapos.
  • Nikolaou, G. (2013). School bullying and ethnocultural diversity. In H. Kourkoutas &. Θ. Thanos (Eds.), School violence and delinquency. Psychological, sociological, and pedagogical dimensions. Entaxia approaches and interventions, 51–78. Athens: Topos.
  • Nikolaou, G., & Samsari, E. (2016). Attitudes of native and immigrant students towards school bullying in Greece. Multicultural Education Review, 8(3), 160-175, https://doi.org/10.1080/2005615x.2016.1184022
  • Nikolaou, G., Kalogirou, C. & Spyropoulou, A. (2019). Bullying and ethnic diversity: investigating their relationship in the school setting, Intercultural Education, 30(4), 335–350, https://doi.org/10.1080/14675986.2019.1582208
  • Nikolaou, G., Kaloyirou, C., & Spyropoulou, A. (2019). Bullying and ethnic diversity: investigating their relation in the school setting. Intercultural education, 30(4), 335–350.
  • Olweus, D. (1993). Bullying at school: What we know and what we can do (Understanding Children's Worlds). Malden, MA: Blackwell.
  • Olweus, D. (2009). Bullying and Violence in School. What we know and what we can do (Ed. G. Tsiantis). Athens: E.P.S.Y.P.E..
  • Olweus, D. (2013). School Bullying: Development and Some Important Challenges. annual review of clinical psychology, 9(1), 751-780, https://doi.org/10.1146/annurev-clinpsy-050212-185516
  • Pappas, G. (2023). School bullying and cultural otherness: vulnerable social groups and education. Multidisciplinary Journal of School Education, 12(1/23), 59-94. https://doi.org/10.35765/mjse.2023.1223.03
  • Psalti, A., & Konstantinou, K. (2020). Bullying in secondary schools: The influence of gender and ethnicity. Psychology: The Journal of the Hellenic Psychological Society, 14(4), 329–345. https://doi.org/10.12681/psy_hps.23877
  • Roubi, M., Kavga, A., Apostolara, P., Drakopoulou, M., Mantoudi, A., & Kalemikerakis, I. (2023). The impact of migration on adolescents and their bullying experience in the school environment. Perioperative Nursing-Quarterly scientific, online official journal of GORNA, 12(1 January-March 2023), 32–51.
  • Samsari, E., Nikolaou, G., & Palaiologou, N. (2024). Multicultural Education and Students with Special Needs: A Case Study from Greece. International Journal of Disability, Development and Education, 72(1), 134–148. https://doi.org/10.1080/1034912X.2024.2336250
  • Sanders, C. E. (2004). Bullying: implications for the classroom. Academic Press.
  • Sapouna, M. (2010). Collective efficacy in the school context: Does it help explain victimisation and bullying among Greek primary and secondary school students? Journal of interpersonal violence, 25(10), 1912-1927, https://doi.org/10.1177/0886260509354509
  • Sullivan, A. (2001). Cultural capital and educational attainment. Sociology, 35(4), 893-912, https://doi.org/10.1177/0038038501035004006
  • Swartz, D. (1997). Culture and power: The sociology of Pierre Bourdieu. Chicago: University of Chicago Press.
  • Thanos, T., & Tolios, E. (2013). Educational and cultural practices of parents and their social background. Scientific Yearbook of the Department of Early Childhood Education, University of Ioannina, 6, 54–89. https://doi.org/10.12681/jret.757
There are 37 citations in total.

Details

Primary Language English
Subjects Educational Sociology
Journal Section Research Articles
Authors

Eirini Tryferou 0009-0002-1179-3619

Panagiotis Giavrimis 0000-0001-7368-3533

Early Pub Date August 29, 2025
Publication Date September 30, 2025
Submission Date June 21, 2025
Acceptance Date August 29, 2025
Published in Issue Year 2025 Volume: 11 Issue: 3

Cite

APA 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, 11(3), 175-187. https://doi.org/10.24289/ijsser.1724385
AMA Tryferou E, Giavrimis P. 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. September 2025;11(3):175-187. doi:10.24289/ijsser.1724385
Chicago Tryferou, Eirini, and Panagiotis Giavrimis. “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 11, no. 3 (September 2025): 175-87. https://doi.org/10.24289/ijsser.1724385.
EndNote Tryferou E, Giavrimis P (September 1, 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 11 3 175–187.
IEEE E. Tryferou and P. Giavrimis, “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, vol. 11, no. 3, pp. 175–187, 2025, doi: 10.24289/ijsser.1724385.
ISNAD Tryferou, Eirini - Giavrimis, Panagiotis. “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 11/3 (September2025), 175-187. https://doi.org/10.24289/ijsser.1724385.
JAMA Tryferou E, Giavrimis P. 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. 2025;11:175–187.
MLA Tryferou, Eirini and Panagiotis Giavrimis. “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, vol. 11, no. 3, 2025, pp. 175-87, doi:10.24289/ijsser.1724385.
Vancouver Tryferou E, Giavrimis P. 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. 2025;11(3):175-87.

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