This article examines how some schools with ethnically diverse student populations are teaching "about," "for," and "through" human rights. The author conducted a secondary analysis of qualitative data from a multi-site study, which included secondary schools serving students from immigrant backgrounds in four…

This article investigates how 12 upper-elementary school teachers dealt with the occurrence of a terrorist attack in their city during school hours and in the immediate aftermath. All teachers were interviewed shortly after the terrorist attack about their goals, dilemmas, and pedagogical strategies employed in the classroom. We found that during…

The ways in which educators talk about diversity, and specifically about linguistic diversity, reflect underlying beliefs about language in society and influence teaching practice. Semi-structured interviews with 55 high school teachers in the Netherlands were analyzed qualitatively in order to identify teachers' discourse patterns related to the…

This study investigates children's explicit and implicit language attitudes in a highly diverse primary education. Set in the bilingual province of Fryslân, the Netherlands, the current research was carried out in the scope of the 3M-project ('More opportunities with multilingualism': Duarte & Günther-van der Meij, 2018a. A holistic model for…

This study explores how globalization, migration, and citizenship education intersect in four northwest European democracies. In this study of secondary schools serving students from immigrant backgrounds in Denmark, Germany, the Netherlands, and the United Kingdom (England and Scotland), I interviewed teachers and students and observed…

In the context of multilingual education, translanguaging has been put forward as a means of including several languages in education. However, teachers often assess translanguaging-based approaches as being too vague and idealist. This study discusses data from two settings (Luxembourg and Netherlands) in which teachers working in design-based…

In talking about family language policy in the Turkish immigration context in the Netherlands, teachers emerged as the key actors in shaping parental language choices and practices. Previous research has shown that teachers take a central role in the implementation of school language policy but there is not much research on the influence of…

This paper highlights my experiences as World Citizenship teacher at a public school in the Netherlands, comprising a student population of second generation immigrants with a Turkish background. It shows how the concept and course of world citizenship has evolved since its inception three years ago. The paper also reflects what we, as teachers…

The present study investigated the cultural childrearing beliefs of 116 caregivers from different cultural communities in the Netherlands (Dutch, Caribbean-Dutch, and Mediterranean-Dutch), working with 2-4-year-olds in daycare centers. Cultural childrearing beliefs were assessed with standard questionnaires, focusing on general and…

This study examined whether stimulation of immigrant and national pupils' use of high-quality helping behaviour (experimental condition) during cooperative learning (CL) in classrooms boosts their maths-related talk more than in an educational situation in which such stimulation is largely absent (control condition). A total of 59 elementary-age…

Education is a dynamic cultural process to which individuals contribute their cultural identity and in which they enter into dialogue with each other. Each participant gives a personal meaning to the subject matter and to the interpersonal behavior norms. The question in this article is: what does education perceive of major cultural incidents in…

Most teachers in developed societies use ready-made programs to teach initial reading. The present study compares the effects of 3 such programs, covering 70% of the market. Programs differed with respect to their student versus whole-class orientation and the availability of teaching materials. The program outcomes investigated were Word Reading,…

Investigated how Dutch teachers and adult, female, immigrant students in basic education dealt with active learning, noting impediments to active learning experienced by teachers in basic education. Interviews with teachers and students indicated that students' passive attitudes, which teachers interpreted as culturally determined and problematic,…

In this article, we examine the construction of word meaning by students during collaborative activities in a multicultural classroom at a Dutch primary school. The analysis is based on recordings of student talk in small groups of four or five students during mathematics lessons. Difficulties with specific terms and expressions frequently arose…

Understanding diversity in classrooms is becoming more and more politically relevant and complex, at least in Europe and the United States. The reasons for this include the variable school achievement levels among students of different (ethnic) groups, the growing demographic disparity in background between the teachers and their students, and the…