Religion and children’s perceptions of bullying in multicultural schools in Estonia, Finland and Sweden

Schihalejev, Olga; Kuusisto, Arniika; Vikdahl, Linda; Kallioniemi, Arto

doi:10.1080/13617672.2019.1686732

Cited by 24 publications

(18 citation statements)

References 21 publications

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“…The teachers’ concerns around the vulnerability of religious students reflect the growing field of international research suggesting that in rapidly secularising societies, those who continue to practise any religion are vulnerable to bullying, especially the previous majority religion (cf. Ipgrave, 2012 ; Kittelmann Flensner, 2018 ; Moulin, 2016 ; Schihalejev et al, 2020 ). For instance, Ipgrave identified that when an atheist cool sweeps the school, adolescents can consider religious participation as ‘abnormal’, with adverse consequences for young people who practise.…”

Section: Discussionmentioning

confidence: 99%

“…There is a general intolerance of the Christian worldview which needs [to be] addressed.” Whereas new to Ireland, this concern echoes similar findings in other secularising nations where Christianity once dominated such as Australia, the United Kingdom, Sweden and Estonia (cf. Schihalejev et al, 2020 ).…”

Section: Findings: What Re Teachers Had To Saymentioning

confidence: 99%

“…Norway, Sweden, UK) those who continue to practise any faith, especially the once-majority faith are vulnerable to bullying (cf. Ipgrave, 2012 ; Kittelmann Flensner, 2018 ; Moulin, 2016 ; Schihalejev et al, 2020 ). Findings seem to support this, with RE teachers most concerned about the bullying of practising Catholic students and least concerned about the bullying of atheists.…”

Section: Introductionmentioning

confidence: 99%

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Inclusive second level Religious Education in Ireland today: what do teachers say?

Meehan

Laffan

2021

j. relig. educ.

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The Irish religious landscape is changing. Census data reveal that the percentage of those who identify as Catholic is in steady decline, while the proportion of those with no religion continues to rise. Christian religious practice in Ireland is also decreasing, especially among young people. Catholic schools, once the dominant provider of second level education, are now in a minority. This changing landscape has influenced Religious Education in second level schools. It is now an optional subject, and the historic tradition of denominational, confessional Religious Education has given way to an approach designed to be inclusive of students of all faith and none. Yet the surrounding discourse is unsupported by the perspectives of Religious Education teachers. This study attempts to address this knowledge gap by investigating their views and experiences, particularly with regard to inclusion. Results indicate that teachers are concerned about ‘religious students’. Whereas new to the Irish context, this reflects international research which suggests that in a rapidly secularising society, those who continue to practise any faith, especially the once-majority faith, are vulnerable. Findings signpost evidence of this, with RE teachers most concerned about the bullying of Catholic students and least concerned about the bullying of atheists.

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Section: Discussionmentioning

confidence: 99%

Section: Findings: What Re Teachers Had To Saymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Inclusive second level Religious Education in Ireland today: what do teachers say?

Meehan

Laffan

2021

j. relig. educ.

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“…The results of Schihalejev et al (2020) show that students from Estonia, Sweden and Finland believe that they are bullied because of otherness (clothes, friends, language, etc.). Also, a correlation was found between low belonging to school and the role of victims of bullies.…”

Section: School Climate and Civic Activitiesmentioning

confidence: 99%

The Relationship Between Students’ Citizenship Activities and Bullying at School

Čekse¹,

Geske²,

Kiris³

2021

Human, Technologies and Quality of Education, 2021

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School violence and bullying highlighted as a global issue outside and in the school. In this research, IEA International Civic and Citizenship Study (ICCS) 2016 data from eight countries – Finland, Estonia, Latvia, Lithuania, Germany (North Rhine-Westphalia), the Russian Federation, Sweden and Denmark – was compared. The aim of the article is to observe the relationship between bullying and students’ citizenship activities at school and in the future. The research determined a relationship between bullying and factors that described students’ citizenship activities. The results show that there is a link between bullying and students’ experiences of participation in illegal and legal activities, participation in classroom discussions, interest in the wider community, and at-school citizenship activities. This article was supported by research application no. 1.1.1.2/VIAA/1/16/020, and European Social Fund project No. 8.3.6.2/17/I/001.

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“…They found that, in addition to explicit harassment, unintentional acts of microaggression can become just as problematic. Additionally, Schihalejev et al (2019) argue that religion is carefully hidden in school and among peers as a preventive measure against bullying by other students.…”

Section: Introductionmentioning

confidence: 99%

Religion: Interrelationships and Opinions in Children and Adolescents. Interaction between Age and Beliefs

et al. 2021

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The current trend of secularization seems to be leading to a gradual withdrawal of religion from public spaces. However, in an increasingly internationalized world, it is becoming more and more important to study the roles of religion and religiosity and their potential in relation to dialogue and social conflicts and tensions. Education is a vital field within which to address this religious issue and create an educational dialogue in order to promote coexistence. By following a quantitative, descriptive, cross-sectional study, based on a quasi-experimental methodology with a social–analytical character, our aim is to assess the existing connections between religion, interrelation and opinion in Spanish children and adolescents. Special attention is paid to the interaction between age and beliefs. We carried out our study with the use of a questionnaire distributed to eleven secondary schools, with students aged between 11 and 16 years old, in three regions of southern Spain (Andalusia, Ceuta, and Melilla) characterized by high religious diversity and multiculturalism. The multivariate analysis carried out in this study identifies the effects of variance on the influence of age and religion, highlighting the interaction between the two. It is observed that the youngest students are those who express their opinions about religion the least, while those belonging to younger age groups and majority religions are those who express a greater religious coexistence, with Muslims externalizing their religious condition the most.

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Religion and children’s perceptions of bullying in multicultural schools in Estonia, Finland and Sweden

Cited by 24 publications

References 21 publications

Inclusive second level Religious Education in Ireland today: what do teachers say?

Inclusive second level Religious Education in Ireland today: what do teachers say?

The Relationship Between Students’ Citizenship Activities and Bullying at School

Religion: Interrelationships and Opinions in Children and Adolescents. Interaction between Age and Beliefs

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