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Abstract
When people belong, they feel valued and respected as their authentic selves. Belonging can occur individually, as in belonging to oneself, and in groups, where people belong among others. Belonging to both self and others contributes to feelings of security and safety, and belonging is related to students’ success in school. This study sought to explore the lived experiences of belonging in education during the covid-19 pandemic. Professionals in education, including faculty and administrators in K-12 and higher education, non-profit leaders, and parents, were guests on a podcast about belonging, which used a semi-structured interview approach. The episodes, which yielded rich qualitative data collected in real-time as the pandemic progressed, were transcribed, and systematically analyzed using three cycles of inductive coding. Participants described belonging as fundamental and critical to development, and they shared how they prioritized and fostered belonging in their varied learning spaces. The four categories that emerged from the study, definition of belonging, concerted effort, person-centered, and tools of belonging, connect to tell the story of participants’ experiences of belonging in education through the pandemic, and offer theoretical and practical insights about the intentional cultivation of belonging.
Mapping the Past, Present and Future of Belongingness Research: A Bibliometric and Thematic Analysis
Abstract
Our review combines bibliometric and thematic analysis to extensively explore belongingness research, using the SPAR-4-SLR protocol for systematic review. Analyzing 4,887 Scopus documents, we examined publication trends, intellectual structure, recent developments, and future research directions in the field. The bibliometric analysis revealed significant scholarly contributions and identified four foundational thematic clusters: The Birth of Belongingness, Self, Identity, and Belongingness, Suicide and Belongingness, and Social Exclusion and Belongingness. Recent trends highlight the link between thwarted belongingness and suicide, and underscore the importance of social inclusion in diverse settings. Future research directions include integrating belongingness into education, mental health, suicide prevention, community initiatives, digital connectivity, and policy development. This study is vital for scholars and practitioners, influencing academic discourse, policy discussions, and societal health. However, the study's scope is limited by its reliance on a single database, its focus on English-language publications, and the exclusion of grey literature.
Educational Insights from Australia, New Zealand and Germany
Author:
The meaning of being Muslim has undergone enormous changes in the aftermath of the bombings in New York in 2001. The initial reaction of Western media outlets was to portray Muslims as a global threat. In social, cultural and political contexts, Muslims were thought to be unable to fit into Western societies. For example, in a major survey, over half of Australians preferred that their relatives not marry into a Muslim family.
This book examines the attitudes, perceptions and knowledge of young Muslim and Western students towards one another in German, Australian and New Zealand educational institutions. It also addresses the views, pressures, unconscious biases, presumptions and expectations, social, cultural and religious influences that drive the relationship between the two communities.
This book examines the attitudes, perceptions and knowledge of young Muslim and Western students towards one another in German, Australian and New Zealand educational institutions. It also addresses the views, pressures, unconscious biases, presumptions and expectations, social, cultural and religious influences that drive the relationship between the two communities.
Educational Insights from Australia, New Zealand and Germany
Author:
The meaning of being Muslim has undergone enormous changes in the aftermath of the bombings in New York in 2001. The initial reaction of Western media outlets was to portray Muslims as a global threat. In social, cultural and political contexts, Muslims were thought to be unable to fit into Western societies. For example, in a major survey, over half of Australians preferred that their relatives not marry into a Muslim family.
This book examines the attitudes, perceptions and knowledge of young Muslim and Western students towards one another in German, Australian and New Zealand educational institutions. It also addresses the views, pressures, unconscious biases, presumptions and expectations, social, cultural and religious influences that drive the relationship between the two communities.
This book examines the attitudes, perceptions and knowledge of young Muslim and Western students towards one another in German, Australian and New Zealand educational institutions. It also addresses the views, pressures, unconscious biases, presumptions and expectations, social, cultural and religious influences that drive the relationship between the two communities.