Guiding discussions in the class about ethnic diversity

Radstake, Hester; Leeman, Yvonne

doi:10.1080/14675986.2010.521378

Cited by 25 publications

(17 citation statements)

References 14 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In their research on professionalising in-service teachers to enable them to guide a classroom dialogue on intercultural issues, Radstake and Leeman (2010) point to the importance of the teachers' own critical socio-cultural awareness regarding inclusivity in intercultural teaching, together with their experience of living in ethnic-cultural diversity. This finding corresponds on a theoretical level to the work of Boler and Zembylas (2003), Byram (2014), and Ramaekers (2010), who all stress the importance of reflexivity on the own socio-cultural embeddedness, in addition to a knowledgeoriented and an emotions-focused approach.…”

Section: Teachers' Intercultural Developmentmentioning

confidence: 99%

New immigrants. An incentive for intercultural education?

Leeman

Koeven

2018

Education Inquiry

Self Cite

View full text Add to dashboard Cite

This study was inspired by an inclusive intercultural perspective on education, and developed empirical knowledge concerning the intercultural professional development of in-service teachers. The study was conducted during the first year of a newly-designed master's programme that focused on "education for refugees". In the Netherlands master's programmes in education qualify inservice teachers to contribute to school development, together with giving them a specialisation in a specific topic. The findings were based on the teachers' written work, and interviews with the teacher educators. They show that the intercultural professional identity of the teachers was developed by a combination of pedagogical approaches. These include the following: new knowledge from an inclusive intercultural perspective, critical socio-cultural self-examination, real encounters with newly-arrived refugees, and a reflective, intervention-based approach to professional learning and curriculum renewal. The intervention-based approach turned out to be the most important for the teachers' agency in intercultural school development. The challenges experienced concern mono-cultural practices in mainstream education for refugees, together with the dominance of an instrumentalist approach to teaching and learning. Windesheim University is a large university of professional studies situated in a medium-sized city in the east of the Netherlands. The department of education of this university includes educational research and teacher education (ba and ma). Over 500 students study for a master's degree. The 19 specialisations offered vary from learning & innovation to religious education and education for newcomers. The University of Humanistic Studies is a small university situated in one of the major cities of the Netherlands.

show abstract

Section: Teachers' Intercultural Developmentmentioning

confidence: 99%

New immigrants. An incentive for intercultural education?

Leeman

Koeven

2018

Education Inquiry

Self Cite

View full text Add to dashboard Cite

show abstract

“…This holds in particular for the normative aspect of citizenship. For example, in a small-scale qualitative study on ethnically diverse classes in the Netherlands, most teachers indicated that they do not feel sufficiently equipped to discuss sensitive topics related to issues of (in)equality and social justice with their students in ethnically mixed classrooms (Radstake and Leeman, 2010). A survey study on citizenship education in England (Oulton et al, 2004) shows that the majority of teachers in both primary and secondary education report not having received formal training to teach controversial issues, with a substantial part indicating that they do not feel well prepared to teach controversial issues.…”

Section: Introductionmentioning

confidence: 99%

Consensus and contested citizenship education goals in Western Europe

Eidhof

Dam

Dijkstra

et al. 2016

Education, Citizenship and Social

View full text Add to dashboard Cite

As schools are increasingly expected to develop their students' political and social engagement in order to promote good citizenship, they are struggling to define what good citizenship is. In this article, we put forward a way of formulating perspectives on citizenship that specifies the normative aspects of good citizenship in a systematic manner. In doing so, we distinguish between citizenship education goals which are generally shared and citizenship education goals that are often disputed. Subsequently, an exploratory data analysis is conducted to investigate to which degree educational level in current Western European educational systems is associated with outcomes regarding these consensus and contested citizenship education goals. The findings provide support for our hypothesis that educational level is predominantly associated with general democratic citizenship outcomes, rather than with outcomes that are emphasized by more specific, but contested citizenship perspectives.

show abstract

“…The possibility exists that the teaching quality in this area is low. This claim corresponds with teachers in diverse classes finding it difficult to discuss controversial issues in class (Radstake and Leeman 2010), or have low self-efficacy in the area of cultural responsiveness (see e.g. Siwatu et al 2016;Tucker et al 2005).…”

Section: Discussionmentioning

confidence: 70%

The relationship between ethnic school composition, school diversity climate and students’ competences in dealing with differences

Sincer

Volman

Veen

et al. 2020

Journal of Ethnic and Migration Studies

View full text Add to dashboard Cite

In societies that are characterised by diversity, citizens are required to have the competences to handle differences. Schools differ in their degree of ethnic diversity which means that they provide different contexts for learning to deal with differences (DD). This study investigated the association between ethnic school composition, the diversity climate (the importance that teachers collectively attach to diversity and the attention they pay to teaching diversity) and students' competences in DD. Multilevel analyses were performed on data from 4,402 students and 535 teachers across 62 secondary education schools in The Netherlands. The results showed a positive relationship between ethnic school diversity and DD-reflection and DD-attitudes. In addition, the degree of ethnic school diversity was associated with more diversity-related practices. However, no relationship was found between ethnic school diversity and teachers' diversity-related educational goals. Moreover, diversity climate was not related to students' DD competences. Lastly, the diversity climate did not mediate nor moderate the relationship between school composition and DD. Implications and suggestions for future research are discussed.

show abstract

Guiding discussions in the class about ethnic diversity

Cited by 25 publications

References 14 publications

New immigrants. An incentive for intercultural education?

New immigrants. An incentive for intercultural education?

Consensus and contested citizenship education goals in Western Europe

The relationship between ethnic school composition, school diversity climate and students’ competences in dealing with differences

Contact Info

Product

Resources

About