TY  - JOUR
T1  - English language teachers' views on school bullying and ethnocultural diversity in Greek primary schools: A Bourdieusian approach
TT  - English language teachers' views on school bullying and ethnocultural diversity in Greek primary schools: A Bourdieusian approach
AU  - Giavrimis, Panagiotis
AU  - Tryferou, Eirini
PY  - 2025
DA  - September
Y2  - 2025
DO  - 10.24289/ijsser.1724385
JF  - International Journal of Social Sciences and Education Research
PB  - Mahmut DEMİR
WT  - DergiPark
SN  - 2149-5939
SP  - 175
EP  - 187
VL  - 11
IS  - 3
LA  - en
AB  - 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.
KW  - School bullying
KW  - Ethnocultural diversity
KW  - English language teachers
KW  - Primary school
KW  - Greece.
N2  - 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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UR  - https://doi.org/10.24289/ijsser.1724385
L1  - https://dergipark.org.tr/tr/download/article-file/4979195
ER  -