Education and Diversity in the Netherlands

Autor/in	Leeman, Yvonne
Titel	Education and Diversity in the Netherlands
Quelle	In: European Educational Research Journal, 7 (2008) 1, S.50-59 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1474-9041
DOI	10.2304/eerj.2008.7.1.50
Schlagwörter	Multicultural Education; Citizenship Education; Cultural Pluralism; Educational Change; Foreign Countries; Teacher Educators; Student Diversity; Public Policy; Educational Policy; Religious Factors; Cultural Differences; Change Strategies; Educational Finance; Christianity; Islamic Culture; Religious Education; Teacher Attitudes; Case Studies; Teacher Qualifications; Interviews; Netherlands + Suchen Sie Ihr Suchwort? Multikulturelle Erziehung; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Kulturpluralismus; Bildungsreform; Ausland; Teacher education; Lehrerausbildung; Lehrerbildung; Öffentliche Ordnung; Politics of education; Bildungspolitik; Kultureller Unterschied; Lösungsstrategie; Bildungsfonds; Christentum; Islam; Kultur; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Lehrerverhalten; Case study; Fallstudie; Case Study; Lehrqualifikation; Interviewing; Interviewtechnik; Niederlande
Abstract	This article sets out the Dutch approach to the multicultural question. It focuses on how national policies, schools, teachers and teacher educators are addressing and making sense of questions of cultural and religious diversity. The article shows how the Netherlands has partly accommodated itself to greater cultural diversity through compulsory reforms like intercultural education and citizenship education and through its long-established structure of public funding for pedagogically and religiously diverse schools. It also shows the double standards applied to Christian and Islamic schools in the media and public debate. Drawing on interview data with teachers and case study material on teacher educators, the article describes their daily dilemmas with regard to diversity and commonality in contemporary classrooms and concludes that these teachers do not have the professional expertise needed to respond effectively to such dilemmas. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10