Attitudes of native and immigrant students towards school bullying in Greece

Νικολάου, Γεώργιος; Samsari, Eleni

doi:10.1080/2005615x.2016.1184022

Cited by 10 publications

(5 citation statements)

References 25 publications

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“…En lo relativo a la asequibilidad, la recomendación de invertir más en educación temprana parece más que pertinente. Asimismo, la alarmante escasez de referencias a la segregación ha de ser subsanada próximamente, puesto que el alumnado inmigrante tiende a padecer este fenómeno (Nikolaou y Samsari, 2016). Sobre esta cuestión incide Chamseddine (2020), quien advierte de que la segregación escolar trae consigo, inevitablemente, una segregación residencial que tiene unos efectos muy profundos en la comunidad educativa.…”

Section: Discussionunclassified

El derecho a la educación de la infancia inmigrante en la Unión Europea: un análisis documental

Neubauer

2023

Bordón

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INTRODUCCIÓN. En la última década han migrado millones de menores de edad a la Unión Europea (UE), donde aguardan con incertidumbre conocer su futuro y si podrán proseguir sus estudios en el país de acogida. Este artículo tiene como objetivo sistematizar el modelo de la UE para garantizar el derecho a la educación de los menores inmigrantes a partir de sus políticas educativas. MÉTODO. La investigación se ha desarrollado a través del análisis documental de 70 políticas europeas en vigor (1957-2020), extraídas de EUR-Lex, relacionadas con el derecho a la educación de la infancia inmigrante. Mediante la utilización del software MAXQDA Analytics Pro 2020 se ha realizado un proceso de codificación inductivo-deductivo a partir de las “4 Aes” de Katarina Tomasevski (2004, 2006). RESULTADOS. Se ha observado un aumento abrupto de estas políticas a raíz de la crisis de refugiados que tuvo lugar en el año 2015, aunque la mayoría de ellas son soft policies y han sido emitidas por el Consejo Europeo. Además, el grueso principal de códigos se sitúa en el parámetro relativo a la aceptabilidad, mientras que el de asequibilidad es el menos representado. En un término medio se sitúan la accesibilidad y la adaptabilidad, que disponen de un número de códigos relativamente similar. DISCUSIÓN. La falta de competencias en materia educativa de la UE condiciona profundamente la naturaleza jurídica de sus políticas. Además, en aras de respetar la identidad y la soberanía nacional de sus Estados, su posicionamiento en algunas cuestiones sensibles, como la enseñanza de la lengua y la cultura nativa del alumnado inmigrante, es ambiguo.

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Section: Discussionunclassified

El derecho a la educación de la infancia inmigrante en la Unión Europea: un análisis documental

Neubauer

2023

Bordón

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“…School coexistence, generally, is referred to as conflict, especially bullying. The studies allude especially to attitudes of discrimination as Islamophobia (in the case of European and North American cities) (Amjad, 2018;Yemini, 2018); undervaluation of nationals of origin (migration between Latin American countries); prejudices, discrimination and segregation (in the case of European and North American cities) (Hernández Yulcerán, 2016;Tijoux-Merino, 2013); and prejudice, discrimination and segregation in general (Amjad, 2018;Darmody, 2011;Gil del Pino et al, 2017;Nikolaou & Samsari, 2016;Poblete Melis & Galaz Valderrama, 2017).…”

Section: Coexistence In School Contexts With Foreign Studentsmentioning

confidence: 99%

The Challenging Path of Welcoming and Inclusion of Foreign Students in Schools: A Systematic Review

Riquelme,

Ortega-Senet,

Galaz

et al. 2024

INT J EDUC METHODOL

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Interculturality, inclusion, and diversity are generally associated with bilingualism in countries with different socio-cultural identities, but rarely with school coexistence among students hailing from different backgrounds. The present systematic review is framed in a descriptive-qualitative approach since its main objective is to provide an account of the relationship between welcoming, school coexistence, and the integration and inclusion processes in schools in countries receiving foreign migrant families. For this purpose, Web of Science, SCOPUS, EBSCO, and SCiELO databases were searched using a reference chain, and according to search results, 26 empirical studies retrieved from those databases published between 2010 and 2020 were analyzed. The main findings indicate that the inclusion process is developed through the acculturation and disciplining devices of foreign children to the dominant national logic, which marks a hierarchical difference between nationalities. They also highlight the recognition of cultural diversity under the logic of folklorization and a vision that focuses on academic achievement rather than on the particularities that cultural diversity can contribute to social relations and learning within the school.

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“…Student violence is a phenomenon that is widespread among students everywhere inside and outside the school, and it reflects psychological needs that have not been properly satisfied, whether by school or home, and the requirements of growth in adolescence may have a major role in the occurrence of violence among students, and reference groups play another role in the violent behavior of some students at this stage, this behavior takes many forms, beginning with pranks, flexing muscles, and ending with group problems inside and outside school. The media also plays a prominent role by presenting scenes of violence (the social theory of Pandora), and tribal and sports fanaticism has another role in generating violent behavior (Nikolaou, Thanos, & Samsari, 2014).…”

Section: The Study Problemmentioning

confidence: 99%

The Level of School Violence among Secondary-Level Students in the Schools of Al-Qasr Directorate of Education: A Teacher and Administrator-Based Assessment

Almasarweh,

Almasarwah

2021

ACH

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This study aimed to identify the reality of teaching social studies teachers according to active learning from their viewpoint in government basic schools affiliated to the capital, Amman, to achieve the objectives of the study, a questionnaire was prepared for this purpose, after verifying its validity and reliability, the study sample consisted of (119) male and female teachers who were selected from the basic government schools affiliated to the University Brigade in Amman Governorate in Jordan, after using arithmetic averages, standard deviations, one-way analysis of variance and t-test, the results of the study reached the following: - The reality of teaching social studies teachers according to active learning from their viewpoint in government basic schools affiliated to the capital Amman was average. - There are statistically significant differences in the reality of teaching social studies teachers according to active learning from their viewpoint in government basic schools affiliated to the capital Amman due to the variable of specialization and in favor of geography teachers. - There are statistically significant differences in the reality of teaching social studies teachers according to active learning from their viewpoint in the government basic schools affiliated to the capital Amman due to the gender variable and in favor of females. - There are statistically significant differences in the reality of teaching social studies teachers according to active learning from their viewpoint in government basic schools affiliated to the capital Amman due to the variable years of experience and in favor of the experienced (10 years or more).

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Attitudes of native and immigrant students towards school bullying in Greece

Cited by 10 publications

References 25 publications

El derecho a la educación de la infancia inmigrante en la Unión Europea: un análisis documental

El derecho a la educación de la infancia inmigrante en la Unión Europea: un análisis documental

The Challenging Path of Welcoming and Inclusion of Foreign Students in Schools: A Systematic Review

The Level of School Violence among Secondary-Level Students in the Schools of Al-Qasr Directorate of Education: A Teacher and Administrator-Based Assessment

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