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荷兰小学教师对种族主义和种族主义欺凌的反应
Karen M A Sieben-Aduful1, Roy A Willems1, Trijntje Völlink1
1Faculty of Psychology, Open Universiteit, Heerlen, Netherlands.
Frontiers in psychology
|February 7, 2025
概括
教师们发现解决种族主义欺凌是很有挑战性的,经常讨论文化多样性而不是种族主义本身. 为教育工作者提供工具可以改善他们对种族主义的反应.
科学领域:
- 教育心理学教育心理学
- 教育社会学教育的社会学
- 反种族主义研究研究.
背景情况:
- 来自少数民族背景的儿童在学校容易受到种族主义的影响.
- 教师在创造安全,无偏见的学校环境方面发挥着至关重要的作用.
- 对教育工作者来说,解决种族欺凌问题对教育工作者来说是一个重大挑战.
研究的目的:
- 调查小学教师在荷兰对种族主义欺凌的经历和反应.
- 探索教师如何在课堂上讨论种族主义.
主要方法:
- 与教师进行了9次半结构化的深度访谈.
- 研究了教师的态度,反应,对种族欺凌的认知能力和技能.
- 评估了在课堂上讨论种族主义工具的可用性;数据分析使用了专题分析.
主要成果:
- 教师优先考虑安全的课堂环境,但很难有效地解决种族主义事件.
- 许多教师没有区分种族主义和人际欺凌.
- 在课堂上关于种族主义的讨论往往侧重于文化多样性,而不是种族主义本身.
结论:
- 对教师来说,解决种族主义和种族欺凌问题是复杂的.
- 为教师提供适当的工具可以提高他们的理解和技能,以打击种族主义的影响.
- 建议采取积极的方法,鼓励对种族身份和学校政策进行批判性反思.
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