Diversity Ideologies in Flemish Education: Explaining Variation in Teachers' Implementation of Multiculturalism, Assimilation and Colourblindness

Autor/inn/en	Hagenaars, Marloes; Maene, Charlotte; Willems, Sara; Vantieghem, Wendelien; D'hondt, Fanny; Stevens, Peter A.J.
Titel	Diversity Ideologies in Flemish Education: Explaining Variation in Teachers' Implementation of Multiculturalism, Assimilation and Colourblindness
Quelle	In: Journal of Education Policy, 38 (2023) 6, S.985-1006 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hagenaars, Marloes) ORCID (Maene, Charlotte) ORCID (Willems, Sara) ORCID (Vantieghem, Wendelien) ORCID (D'hondt, Fanny) ORCID (Stevens, Peter A.J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0939
DOI	10.1080/02680939.2023.2167236
Schlagwörter	Diversity; Ideology; Foreign Countries; Multicultural Education; Acculturation; Racial Attitudes; Racism; Ethnic Groups; Social Discrimination; Religion; Teacher Attitudes; Belgium + Suchen Sie Ihr Suchwort? Ideologie; Ausland; Multikulturelle Erziehung; Akkulturation; Rassenfrage; Rassismus; Ethnie; Soziale Benachteiligung; Soziale Schließung; Lehrerverhalten; Belgien
Abstract	As most studies focus on the outcomes of multiculturalism, assimilation and colourblindness (MAC) for students, little is known about why schools vary in the diversity approaches that they adopt and the role of the teacher in this process. This study explores how teachers implement MAC diversity approaches and what drives them in doing so. Based on a cluster analysis of 38 schools, three extreme cases were selected that either valued (multiculturalism), rejected (assimilation) or ignored (colourblindness) ethnic diversity. In these schools observations and in-depth interviews were conducted with 39 teachers, 23 students and 3 headteachers. Our results indicate that teachers varied in their implementation of MAC diversity approaches according to four diversity domains: 1) multilingualism, 2) religious diversity, 3) ethnic discrimination and 4) diversity curriculum. Teachers' beliefs and attitudes (individual-level) and their preconditions for teaching (micro-level) appeared as the most important motivators for adopting a particular diversity approach. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01