Diversity in the classroom: pupil diversity as constructed by teachers at Protestant-Christian pr... more Diversity in the classroom: pupil diversity as constructed by teachers at Protestant-Christian primary schools in the Netherlands (Dutch, with a summary in English) Original title: Diversiteit in de klas: perspectieven van de leerkracht. This Ph.D. dissertation distinguishes the contradictory ideals that Dutch primary school teachers adhere to with regard to religious and ethnic diversity of children in their classroom. Despite secularisation and 'de-pillarization' of Dutch institutions in general, a large number of primary schools in the Netherlands is of 'Protestant-Christian' denomination. Many of these schools have a religiously and ethnically diverse school population. How do teachers, given their cultural concext, relate to this diversity in their classroom? The research consists of a theoretical and an empirical part. The theoretical part describes psychological theories regarding social perception and diversity. Social psychological theories about group construction (Tajfel, 1982) and the role of discourse (Billig, 1985), the cultural setting of education (Bruner, 1996) and the interconnectedness of national, ethnic and religious identities (Baumann, 1999) are discussed. The cultural context of teachers in the Netherlands is reconstructed at three levels: national, professional and personal. Special attention is given to insights from the psychology of religion, in which orthodox religious views may negatively influence tolerance for the religious other. A discourse analytical methodical approach by means of in-depth interviews is chosen for the empirical part of the study. In these interviews, teachers working at different Protestant-Christian primary schools describe the differences between children in their classroom, the values they want to teach, their aim for religious education, their own religious views and the concept of a 'christian school'. The aim of - and criterion for - selection was to create a diverse group of respondents, who differed in age, gender, location of their schools and school population. The search for new respondents ended when the data became saturated, and answers appeared which were similar to those already heard in previous interviews, which was after 18 interviews. The analysis of the interviews results in the distinction of five dominant, but often contradictory, discourses in which teachers express themselves when describing their strategies in dealing with pupil diversity. These were: a discourse of respect, a discourse of diversity as value, a discourse of equal treatment, a discourse of segregation and a discourse of autonomy. All teachers entered different discourses during the interview, each discourse generating its own version of diversity, its own vision on relevant categories, ideals at stake, and solutions to problems. A pragmatic approach to dilemmas is possible when one single ideal or discourse is not the exclusive viewpoint to a problem, but when in each situation several ideals are weighed against each other. The individual strategies of the teachers are confined by social conventions and restrictions on both an organisational and a national level. The opinions of teachers are also shaped by these conventions. However, this research shows that not organisational school identity, but the personal religiosity of teachers are the most influential in the ways in which children of different religious and ethnic backgrounds are viewed.
... Page 5. 5 Voor Jaap en Leny Page 6. 6 Page 7. 7 ... Mijn lieve man Herbert van der Lugt: heel... more ... Page 5. 5 Voor Jaap en Leny Page 6. 6 Page 7. 7 ... Mijn lieve man Herbert van der Lugt: heel veel dank voor je aanmoedigingen en steun, en voor het schilderij op de voorzijde. Mijn schoonouders, Jaap en Leny van der Lugt, aan wie ik dit proefschrift opdraag: jullie zijn geweldig. ...
Work Package 5: New Knowledge on Tolerance and Cultural Diversity in EuropeThe ACCEPT PLURALISM p... more Work Package 5: New Knowledge on Tolerance and Cultural Diversity in EuropeThe ACCEPT PLURALISM project (2010-2013) is funded by the European Commission under the Seventh Framework Programme, Socio-economic Sciences and Humanities. (Call FP7-SSH-2009-A, Grant Agreement no: 243837). Coordinator: Prof. Anna Triandafyllidou, Robert Schuman Centre for Advanced Studies, European University Institute
Education in the Netherlands has been an important site of debate about the accommodation of reli... more Education in the Netherlands has been an important site of debate about the accommodation of religious minorities, cultural diversity and tolerance. Two key principles characterize the Dutch education system. First, there is the freedom of education, including the rights of groups of individuals to create and operate primary and secondary schools, within certain limits, and the freedom of parents to choose a school for their children. Second, there is “statutory equality” of governmental or public (openbaar) and non-governmental or denominational (bijzondere) schools and both are funded by the government according to identical and equivalent criteria. Of all primary schools about 68% is nongovernmental and of all secondary schools this percentage is 70%.
In dit onderzoek is onderzocht welke relatie er bestaat tussen problematische jeugdgroepen in Ned... more In dit onderzoek is onderzocht welke relatie er bestaat tussen problematische jeugdgroepen in Nederland en radicalisering. Nagegaan is hoe jongeren binnen problematische jeugdgroepen in het recente verleden radicaliseerden en betrokken raakten bij uitreizen naar Syrie en hoe gewoon dit is binnen jeugdgroepen. Directe aanleiding was een casus waarbij een groot deel van de uitreizigers naar Syrie uit Delft uit een grote problematische jeugdgroep afkomstig was. Hiermee werd ook beoogd het begrip van de crime-terror nexus, de link tussen criminaliteit enerzijds en radicalisering, extremisme en terrorisme anderzijds, een stap verder te brengen. Voorafgaand onderscheidden we op basis van de literatuur zes manieren waarop het verband tussen problematische jeugdgroepen en radicalisering tot stand zou kunnen komen. [...]
Disclaimer/Complaints regulations If you believe that digital publication of certain material inf... more Disclaimer/Complaints regulations If you believe that digital publication of certain material infringes any of your rights or (privacy) interests, please let the Library know, stating your reasons. In case of a legitimate complaint, the Library will make the material inaccessible and/or remove it from the website. Please Ask the Library: https://uba.uva.nl/en/contact, or a letter to: Library of the University of Amsterdam, Secretariat, Singel 425, 1012 WP Amsterdam, The Netherlands. You will be contacted as soon as possible.
Religious diversity within Dutch schools has greatly increased. We carried out an empirical study... more Religious diversity within Dutch schools has greatly increased. We carried out an empirical study to offer insights into how secondary school teachers (try to) relate to the formal Protestant Christian identity of their school, the challenges they experience in relation to their own personal worldview, and the recommendations they have to overcome these challenges. In our qualitative study, we interviewed thirty-two teachers from eight different schools. In selecting the schools, we took into account the diversity of Protestant Christian secondary education in the Netherlands. The teachers teach different subjects in a variety of disciplines (languages, creative arts, sciences, et cetera). For many teachers, their personal worldview does not align neatly with the formal religious identity of the school. As a result, teachers experience challenges in relation to, for example, the act of daily worship and (Christian) celebrations. Teachers also experience tensions regarding the extent...
Diversity in the classroom: pupil diversity as constructed by teachers at Protestant-Christian pr... more Diversity in the classroom: pupil diversity as constructed by teachers at Protestant-Christian primary schools in the Netherlands (Dutch, with a summary in English) Original title: Diversiteit in de klas: perspectieven van de leerkracht. This Ph.D. dissertation distinguishes the contradictory ideals that Dutch primary school teachers adhere to with regard to religious and ethnic diversity of children in their classroom. Despite secularisation and 'de-pillarization' of Dutch institutions in general, a large number of primary schools in the Netherlands is of 'Protestant-Christian' denomination. Many of these schools have a religiously and ethnically diverse school population. How do teachers, given their cultural concext, relate to this diversity in their classroom? The research consists of a theoretical and an empirical part. The theoretical part describes psychological theories regarding social perception and diversity. Social psychological theories about group construction (Tajfel, 1982) and the role of discourse (Billig, 1985), the cultural setting of education (Bruner, 1996) and the interconnectedness of national, ethnic and religious identities (Baumann, 1999) are discussed. The cultural context of teachers in the Netherlands is reconstructed at three levels: national, professional and personal. Special attention is given to insights from the psychology of religion, in which orthodox religious views may negatively influence tolerance for the religious other. A discourse analytical methodical approach by means of in-depth interviews is chosen for the empirical part of the study. In these interviews, teachers working at different Protestant-Christian primary schools describe the differences between children in their classroom, the values they want to teach, their aim for religious education, their own religious views and the concept of a 'christian school'. The aim of - and criterion for - selection was to create a diverse group of respondents, who differed in age, gender, location of their schools and school population. The search for new respondents ended when the data became saturated, and answers appeared which were similar to those already heard in previous interviews, which was after 18 interviews. The analysis of the interviews results in the distinction of five dominant, but often contradictory, discourses in which teachers express themselves when describing their strategies in dealing with pupil diversity. These were: a discourse of respect, a discourse of diversity as value, a discourse of equal treatment, a discourse of segregation and a discourse of autonomy. All teachers entered different discourses during the interview, each discourse generating its own version of diversity, its own vision on relevant categories, ideals at stake, and solutions to problems. A pragmatic approach to dilemmas is possible when one single ideal or discourse is not the exclusive viewpoint to a problem, but when in each situation several ideals are weighed against each other. The individual strategies of the teachers are confined by social conventions and restrictions on both an organisational and a national level. The opinions of teachers are also shaped by these conventions. However, this research shows that not organisational school identity, but the personal religiosity of teachers are the most influential in the ways in which children of different religious and ethnic backgrounds are viewed.
... Page 5. 5 Voor Jaap en Leny Page 6. 6 Page 7. 7 ... Mijn lieve man Herbert van der Lugt: heel... more ... Page 5. 5 Voor Jaap en Leny Page 6. 6 Page 7. 7 ... Mijn lieve man Herbert van der Lugt: heel veel dank voor je aanmoedigingen en steun, en voor het schilderij op de voorzijde. Mijn schoonouders, Jaap en Leny van der Lugt, aan wie ik dit proefschrift opdraag: jullie zijn geweldig. ...
Work Package 5: New Knowledge on Tolerance and Cultural Diversity in EuropeThe ACCEPT PLURALISM p... more Work Package 5: New Knowledge on Tolerance and Cultural Diversity in EuropeThe ACCEPT PLURALISM project (2010-2013) is funded by the European Commission under the Seventh Framework Programme, Socio-economic Sciences and Humanities. (Call FP7-SSH-2009-A, Grant Agreement no: 243837). Coordinator: Prof. Anna Triandafyllidou, Robert Schuman Centre for Advanced Studies, European University Institute
Education in the Netherlands has been an important site of debate about the accommodation of reli... more Education in the Netherlands has been an important site of debate about the accommodation of religious minorities, cultural diversity and tolerance. Two key principles characterize the Dutch education system. First, there is the freedom of education, including the rights of groups of individuals to create and operate primary and secondary schools, within certain limits, and the freedom of parents to choose a school for their children. Second, there is “statutory equality” of governmental or public (openbaar) and non-governmental or denominational (bijzondere) schools and both are funded by the government according to identical and equivalent criteria. Of all primary schools about 68% is nongovernmental and of all secondary schools this percentage is 70%.
In dit onderzoek is onderzocht welke relatie er bestaat tussen problematische jeugdgroepen in Ned... more In dit onderzoek is onderzocht welke relatie er bestaat tussen problematische jeugdgroepen in Nederland en radicalisering. Nagegaan is hoe jongeren binnen problematische jeugdgroepen in het recente verleden radicaliseerden en betrokken raakten bij uitreizen naar Syrie en hoe gewoon dit is binnen jeugdgroepen. Directe aanleiding was een casus waarbij een groot deel van de uitreizigers naar Syrie uit Delft uit een grote problematische jeugdgroep afkomstig was. Hiermee werd ook beoogd het begrip van de crime-terror nexus, de link tussen criminaliteit enerzijds en radicalisering, extremisme en terrorisme anderzijds, een stap verder te brengen. Voorafgaand onderscheidden we op basis van de literatuur zes manieren waarop het verband tussen problematische jeugdgroepen en radicalisering tot stand zou kunnen komen. [...]
Disclaimer/Complaints regulations If you believe that digital publication of certain material inf... more Disclaimer/Complaints regulations If you believe that digital publication of certain material infringes any of your rights or (privacy) interests, please let the Library know, stating your reasons. In case of a legitimate complaint, the Library will make the material inaccessible and/or remove it from the website. Please Ask the Library: https://uba.uva.nl/en/contact, or a letter to: Library of the University of Amsterdam, Secretariat, Singel 425, 1012 WP Amsterdam, The Netherlands. You will be contacted as soon as possible.
Religious diversity within Dutch schools has greatly increased. We carried out an empirical study... more Religious diversity within Dutch schools has greatly increased. We carried out an empirical study to offer insights into how secondary school teachers (try to) relate to the formal Protestant Christian identity of their school, the challenges they experience in relation to their own personal worldview, and the recommendations they have to overcome these challenges. In our qualitative study, we interviewed thirty-two teachers from eight different schools. In selecting the schools, we took into account the diversity of Protestant Christian secondary education in the Netherlands. The teachers teach different subjects in a variety of disciplines (languages, creative arts, sciences, et cetera). For many teachers, their personal worldview does not align neatly with the formal religious identity of the school. As a result, teachers experience challenges in relation to, for example, the act of daily worship and (Christian) celebrations. Teachers also experience tensions regarding the extent...
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