Losing white privilege? Exploring whiteness as a resource for ‘white’ Dutch girls in a racially diverse school

Stam, Talitha

doi:10.1080/23793406.2020.1747028

Cited by 5 publications

(2 citation statements)

References 38 publications

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“…In Amsterdam, more so than in South Africa (and also the US context), for most white parents, race or ethnicity is discussed as something that others have, others being non-white Dutch residents. It is in spaces where whiteness is in the minority that it becomes a conscious facet of identity (Stam, 2020). In Amsterdam, parents were less likely to immediately refer to their own race; however, as became evident in analysis, language in Amsterdam is used by the respondents as a proxy for race, ethnicity and nationality – particularly in schooling.…”

Section: Methodsmentioning

confidence: 99%

Cultural repertoires of school choice: Intersections of class, race and culture in Pretoria and Amsterdam

Foli

Boterman

2022

The Sociological Review

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In school choice literature, class-based strategies for social reproduction of the middle classes are often the central explanatory framework. While race, ethnicity and other social categories are increasingly included in the analysis, they are often treated as secondary to class. Drawing on interviews from a racially and socio-culturally mixed sample of middle-class parents in Pretoria and Amsterdam, this study aims to contribute to existing theories on school choice and social reproduction through a comparison of contrasting cases. It takes the dominant theoretical framework of middle-class strategizing as a starting point to explain parental practices of school choice. The comparative analysis finds some remarkable homologies of school choice in Pretoria and Amsterdam, but also points to specific local and historical complexity and specificity of parents’ motivations. In both contexts, parents call on intersecting aspects of their identity beyond their classed position. While we acknowledge the relevance of social class, we suggest that middle-class parents’ school choice should be understood as ‘strategies of action’ emanating from classed and racial (dis)positions but also cultural and religious repertoires rooted in a multidimensional tool-kit.

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Section: Methodsmentioning

confidence: 99%

Cultural repertoires of school choice: Intersections of class, race and culture in Pretoria and Amsterdam

Foli

Boterman

2022

The Sociological Review

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“…Critical scholars (Stam, 2020;Weiner; found that the phrase 'regular Dutch' tends to refer to white citizens born in the Netherlands.…”

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confidence: 99%

Paradoxes of inclusive teaching practices and the beautiful between

Doodewaard¹

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Imagine a PE teacher in a secondary school where "teaching inclusively" is one of the main principles. The school proclaims they work towards respect and acceptation of all kinds of differences. The teacher asserts this is good for children and society, because: "those who join inclusive settings in schools learn to overcome differences. That's how we work towards an inclusive world" (as is mentioned in the school's brochure). That is what a PE teacher tries to achieve every day: working together to create a better world by educating children towards good, happy, and healthy citizenship. In daily practice she 1 will experience that not all students are interested in PE. She encounters students who feel ashamed of their bodies being on public display due to disability, size, or ineptness. She takes students into account who lack proper clothes due to poverty or haven't had breakfast before coming to school. She struggles with what she calls boisterous boys and uninterested girls. She tries to keep the peace and abolishes ethnic and racialized-based quarrels among students from the gym. She is proud that PE offers an opportunity to excel to those who do poorly in cognitive subjects. She engages with students who see PE lessons as a time to show off their skills, while others want to chill out during a school day, etc. And while the teacher is trying to include everyone and make sure all enjoy PE in her heterogeneous groups, she also has to assign grades, contribute to social integration and citizenship, encourage personal development, inspire students to develop healthy habits, and to be physically active in leisure time (while she does the same), etc. She strives to meet professional standards defining what is described as necessary for PE to be a good experience. She experiences many dilemmas in this educational endeavor in her 24 PE-lessons in a week.Such daily practices of PE teachers are embedded in political notions about inclusive education at a national and international level. One of the first international policy initiatives to define and promote inclusion in education came in the Salamanca statement (United Nations Educational Scientific and Cultural Organization (UNESCO), 1994). In this statement, which was signed in Salamanca, 92 countries, including the Netherlands, promised to work on increasing the participation and limiting the unnecessary exclusion of students with Special Educational Needs (SEN) in "regular" schools 2 (Magnússon, 2019). The focus of the promise was based on the assumption that all aspects of schooling must change if inclusion is to occur: the curriculum needs to be reformed, exclusionary practices Recent reports show that teachers think that integrating "other" students into the classroom has become more difficult and more complex (Ledoux & Waslander, 2020). This "othering" of (groups of) students who are named as needing to be integrated, may have emerged from the language of policies of inclusive education that aimed to regulate and limit the flow of children and youth to speci...

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Shaping students for inclusion: a gift and a project. Dutch preservice teachers and the complexity of inclusive teaching practices in physical education

Doodewaard¹,

Knoppers²

2021

International Journal of Inclusive Education

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Losing white privilege? Exploring whiteness as a resource for ‘white’ Dutch girls in a racially diverse school

Cited by 5 publications

References 38 publications

Cultural repertoires of school choice: Intersections of class, race and culture in Pretoria and Amsterdam

Cultural repertoires of school choice: Intersections of class, race and culture in Pretoria and Amsterdam

Paradoxes of inclusive teaching practices and the beautiful between

Shaping students for inclusion: a gift and a project. Dutch preservice teachers and the complexity of inclusive teaching practices in physical education

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