Research highlights that LGBTQI+ students are more likely to experience bullying than non-LGBTQI+ students (Bergqvist et al., 2023), but research on LGBTQI+ students’ experiences remains limited in the Swedish school context (Odenbring, 2022). In our ongoing qualitative study, we contribute to this body of research by using in-depth, semi-structured interviews to explore LGBTQI+ young people’s...
While research has shown that lesbian, gay, bisexual, transgender, and queer (LGBTQ+) students are at more risk of being bullied than their heterosexual and cisgender peers (e.g., Espelage et al., 2019), relatively little is known about the lived experiences of these young people at school. Drawing on the theoretical concepts of misrecognition (e.g., Fraser, 2001), stigma (e.g., Goffman, 1963)...
This paper incorporates both research on bias-based bullying and research on religious education aiming to establish a closer link between prevention of bullying and the core activity of teachers, i.e., teaching and learning in specific subject areas. Within bullying research, context sensitivity has resulted in an increasing interest in what is often called “bias-based bullying” to better...
Theory background and objective
Previous research has identified community-building didactics (Schott & Søndergaard, 2014; Plauborg, 2016; Rabøl Hansen 2014; 2023, Restad & Sandsmark 2022) as a promising approach to prevent bullying in schools. Research on how and why such strategies might work, is however lacking. In this paper we draw on data from an ongoing practice-research...
‘No hate against Sámi people’ (Sammen mot samehets) is a Norwegian project that aims to strengthen the competences and commitment of youth leaders and local decision-makers to prevent hate speech and discrimination against the Sámi people. The project is organised by European Wergeland Centre, The Narvik War and Peace Centre, Noereh and regional Youth Councils in Norway.
The Sámi people is...
