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August 15, 2026Journal of School Violence

Teachers’ Ethnopedagogical Understanding and Intervention Practices in Bullying: A Qualitative Systematic Review

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Authors

TPTia Diana PerwitasariRGRivan GestiardiSASa’dun Akbar

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Overview

Qualitative systematic review uncovers widespread colorblind responses to identity-based bullying among teachers, highlighting the efficacy of culturally grounded restorative practices.

Key Points

  • To synthesize evidence on how educators conceptualize and address identity-based bullying and examine how culturally rooted pedagogical frameworks shape intervention strategies.
  • Conducted a qualitative systematic review following Cochrane and PRISMA 2020 guidelines.
  • Identified and analyzed 26 qualitative or mixed-methods studies published between 2015 and 2025.
  • Applied a three-layer thematic synthesis framework evaluating teacher understanding, perception, and intervention practices.
  • Most teachers adopted a colorblind approach that overlooked cultural contexts, misinterpreting identity-based harms as standard peer conflict.
  • Restorative, dialogue-centered interventions rooted in Indigenous traditions showed the highest consistent effectiveness when their cultural origins were explicitly acknowledged.

Cite This Study

Perwitasari et al. (2026) studied this question.

synapsesocial.com/papers/6a801a3a75c2e31742c86c37https://doi.org/10.1080/15388220.2026.2714397
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