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INTERETHNIC VIOLENCE IN SCHOOLS: THE CASE OF SLOVENIA

100%
Medarić Z., Žakelj T.
Studia Migracyjne - Przegląd Polonijny
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2014
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vol. 40
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issue 3(153)
339-360
EN
The article addresses the issue of interethnic violence among primary and secondary school pupils in Slovenia that was explored by the combination of quantitative and qualitative research methods.The complex issue of interethnic violence is analysed through two key questions. First, authors draw attention to the question of attitude of pupils towards other ethnic groups. This issue is analysed through lens of support of normative statements, through expressed stereotypes and prejudices about people of other ethnic groups and through analysis of hierarchic position of non-Slovenian ethnic groups. The second research question highlights the prevalence of different types of interethnic violence among primary and secondary school pupils. Intersectional approach was used in order to show the interplay of several factors influencing peer violence. Though findings show that interethnic violence is not recognised as a burning issue, research data reveal considerable differences in the prevalence of interethnic violence according to ethnicity, age, gender and socioeconomic position. Pupils of mixed or non-Slovenian ethnic background, younger pupils, boys and pupils that come from families with lower socioeconomic status experience interethnic violence more often. Among types of interethnic violence psychological violence such as teasing/name calling/insulting and talking behind backs prevail, while physical violence is rare.
2

(NE)VIDITEĽNÍ: TRANSRODOVÉ DETI NA ZÁKLADNÝCH A STREDNÝCH ŠKOLÁCH

75%
Lutherová S.
Slovenský národopis (Slovak Ethnology)
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2016
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vol. 64
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issue 3
280 – 294
EN
The process of gender identity development in children and youth affects their daily life. With their very existence, transgender children confront the common notions of the majority about “right” boys and girls. There is a persistent pressure in different areas of social life and at schools they visit on preserving the cis-normative way of life. The study is based on a year-long research of transgender children and youth at elementary and secondary schools in Slovakia, with the support of the civic association TransFúzia. The research material consists of in-depth interviews with ten children and young people and interviews with the representatives and teachers from three selected secondary schools. The research results suggest that the self-realisation of children in a school environment is influenced by various limits and barriers. These, however, arise not only from the official systemic framework for teaching and the education process in Slovakia, but also from individual notions and approaches by school authorities. The personal stories of seeking their own “self” of transgender children and youth therefore develop in different contexts and under different conditions. They present not only the specific situation of the members of this special minority, but create the image of the daily life of children and youth in a school environment.
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