Speakers
Description
Three North Atlantic countries, Greenland, the Faroe Islands, and Iceland, have been under Danish domination for several hundred years and only achieved a more independent status after the Second World War.
The education systems are still similar to the Danish-European ones, but they are surrounded by arctic Indigenous culture with small population groups—who have survived superbly for 1000 years in geographical conditions where the weather always decides.
In the three countries, there are forms of school bullying which can be recognized in other industrialized societies. At the same time, a history of colonialism and a history of secession provide special conditions for anti-bullying work.
How can inspiration be drawn from the country that dominates them - and how can the acquired expertise be reconciled with one's cultural wisdom about exclusion in local communities? Moreover, can Denmark and other European countries conversely draw inspiration from the close relationship indigenous people often have with nature and spirit?
We will give examples from Greenland, Iceland and the Faroes of the advantages and challenges of standing in cultural meeting places. All three countries have developed national versions of the Danish anti-bullying program 'Free of Bullying' - developed by Save the Children and the Mary Foundation. This program has expanded to the North Atlantic countries, where it shares everyday expressions and promotes a community-based approach to bullying. Each country adapts the program to reflect its unique context, recognizing that a more tailored, context-driven approach fosters greater ownership and engagement.
Keywords
Double-exclusion, postcolonial, indigenous people, crosscultural-collaboration
Additional field for symposia
Title: “Double exclusion” of students in Greenland. Paper abstract from Karen Mathiesen and Helle Rabøl Hansen
First, we present a self-experienced paradox - being a Greenlander in Danish educational conditions. Next, we demonstrate how some school students in Greenland experience being excluded twice. First as ethnically marginalized and then as victims of bullying.
Theoretical background and objective of study
With inspiration of situated learning theories (Lave & Wenger 1996) and ‘Social turn’ theories about bullying (Søndergaard & Hansen 2021), and with wisdom from the previous collectivistic thinking among the Inuit in Greenland, we have investigated understanding of bullying from Greenlandic ethnic angles.
The concept of community in practice helped us demonstrate how bullying can be learned in challenged micro-local communities. We saw how postcolonial shared heritage affects bullying- and repression patterns in form of horizontal hatred, racism and reinforcements of exclusion.
Methodology
we have conducted individual and group interviews across three generation of the Greenlandic population in four regions in years 2020 -2022 about experiences with extreme exclusion in communities. We supplemented these interviews with observations at schools, educational institution and working places.
Results and findings
Our results show how in exclusionary environment some students at the same time are both bullied – and also feel torn between two cultures in collision. A situation of double exclusion that can lead to unhappiness, trauma and suicide. Greenland has one of the world’s highest suicide rates
Our qualitative findings also show that in schools classes where committed relations competent teachers there use storytelling-methods as intervention, there is less bullying, conflicts and absenteeism comparing to the neighboring class.
Conclusion with implications for practice
Our research can inspire practice in several ways:
1) The importance of examining the national and local context of bullying.
2) That bullying can have special conditions in post colonized societies because of ‘twisted belonging’.
3) Using cultural tradition (as storytelling in Greenland) in antibullying work.
Title: Let's meet everyone with tolerance and show respect for diversity. Paper abstract from Ida B. Unnarsdottir, Iceland.
In Iceland, we have worked with Free of Bullying since 2014, and now, 10 years later in 2024, 65% of preschools have participated in Free of Bullying courses, and 35% of elementary schools.
A decision was made to name the project 'Vinátta,' which means “Friendship”. The main goal of Free of Bullying is to prevent bullying, and we wanted to give the project a name that reflects its objective of working with the child group as a whole and creating positive interactions within it, where respect and tolerance prevail, and everyone has either friends or companions.
The material was translated and adapted into Icelandic with minimal changes, but when the content was reviewed, we saw that it did not align with the changing society we live in in Iceland. For example, there have been changes in language recognition of the third gender: hún (she) – hann (he) – hán (they). There is also a more open discussion about diversity, sexuality, and gender identity (non-binary).
In Free of Bullying, the importance of experiencing a sense of belonging is emphasized; thus, the material needs to reflect the diversity in society while also ensuring that as many people as possible can find identification with themselves and their immediate environment. Children from a young age may begin to feel they are in the wrong body, and others may not define their gender.
The content for ages 3-6 was the last we reviewed, and it was done with a critical eye, keeping these aspects in mind as we gendered the material, modified stories, and games. However, we will be doing more, and by spring 2025, the project in Iceland will have been re-evaluated to add what we feel is missing.
Title: Faroese experiences from a culturally adapted antibullying program. Paper abstract from Tóra Petersen, Faroe Islands.
Background and objective: Studies of bullying amongst faroese public school pupils conducted from 2007 to 2019 have showed a decline in self-reported exposure to bullying. However, the latest results from 2023 showed a large increase, calling for this challenge to be addressed. The objective for this study is twofold: a) to conduct a systematic implementation process of a Faroese version, conducted by Barnabati, of the Danish antibullying program Free of Bullying (FOB) in Faroese puplic schools, and b) to monitor possible changes in both attitude and praxis in anti bullying work amongst the personnel, and possible changes in self reported thriving and bullying amongst the pupils. Methodology: The implementation process is overall designed including 3-4 new schools every half year. A qualitative description of the implementation process consisting both elements from the original Danish anti bullying program and elements adapted to the Faroese culture and school system will be presented and discussed. Those elements are for instance leader and personnel courses, meetings for parents, and subsequent support and guidance to the schools conducted by FOB consultants. Moreover, quantitative data collected through questionnaires amongst the personnel (N=100+) and the pupils (N=500+) will be presented and discussed. Preliminary results both indicate the importance of culture sensitivity using a Danish program in a Faroese culture. Moreover, the preliminary results leave not doubth of the benefits of close Northatlantic and international collaboration in anti bullying work.
| Please indicate what type of scientific contribution it is | Mixed method study |
|---|---|
| Please also indicate what kind of contribution it is: | Mixed |
