Expanding the notion of global learning: Turkish-Dutch teens’ networked configurations for learning

Digital technology facilitate interactions between learners and resources at a global level. New learner prototypes are therefore proposed, such as the notion of the global learner. In this paper, we argue that these prototypes of global learning often do not account for the variety of ways in which youth use technology and see themselves as learners. We take the example of Turkish-Dutch youth to show empirically how they represent an alternative for what is often seen as the prototype of what a global learner is. We combine ego-network methodology with in-depth interviews to provide a detailed account of how 25 Turkish-Dutch teens see themselves as learners, how they make use of technology to pursue their interests, how they reach out to others and media resources, and how they form selves in relation to the values and norms of their (transnational) community. Using the notion of ‘learner identity’, the study shows how these teens develop learner identities that are built on specific and culturally informed notions of ‘what a learning subject is’ that challenge the universality of the autonomous subjectivity implied in prototypical notions of the global learner. In addition, the study shows how through digital affordances, unique networked (trans)national connectivities are formed, which are informed by these teens’ specific socio-cultural position. We argue that by acknowledging these alternative ways of what a learning subject is, and how connections are formed, we can proactively incorporate them as useful models of global learning

Learning in and about a filtered universe: young people’s awareness and control of algorithms in social media

Whereas ‘Web 2.0 technology’ has pushed the learning agenda towards connectivity and boundary crossing, in the current ‘new new media ontology’ the fear that algorithms might block our avenues to knowledge and connections prevails. In response to this, media scholars have argued that knowledge based on the algorithmic experiences of users is key to reformulating the agenda of critical media education. In this study of the algorithmic experiences of secondary education students in the Netherlands, we want to contribute to building such knowledge, making use of the concepts of algorithmic imagination, power and critical evaluation. Results show students build situational, practical-experiential knowledge of algorithmic workings that is closely in line with the features of the interface of the social media platforms they use. Implications for media literacy include providing students with system-level awareness and agency, including insights into the societal-political consequences of algorithmic workings

Can we de-pedagogicise society?

In this chapter I will address and analyse claims that argue that we need to turn to what has been lost through pedagogicisation, and that we need to de-pedagogicise society. I will discuss the limitations and the potential of going native in an apparently over-pedagogicised society, through reflecting on the questions: How do we understand pedagogicisation in relationship to learning? Is pedagogy, or teaching as a separate register unique? How do we understand a teaching register, and (why) do we need it? Can we speak at all of a “natural” way of learning removed from communities of practice

Les dynamiques multi­culturelles dans les écoles néerlandaises

Robert Maier, Mariette de Haan - Multicultural dynamics in Dutch schools. This article examines the following questions : Is an ethnic segregation a fact among students in Dutch schools ? 2. Is there a significant and staole inequality concerning school results of the children of migrant populations ? 3. What kind of policy measures and types of interventions nave been formulated concerning these populations ? 4. Are there any definite conclusions that can be formulated from the various studies on discrimination in interactions between teachers and students and between students ? 5. What are the relevant theoretical explanations of the school trajectories and school results of children of migrant populations in the Netherlands?Cet article traite les points suivants : 1. la réalité de la ségrégation ethnique des enfants scolarisés aux Pays- Bas ; 2. il existe une inégalité significative, mais pas stable, concernant les résultats scolaires des enfants des populations migrantes ; 3. les mesures politiques et les interventions qui ont été formulées par rapport à ces populations d'élèves ; 4. les recherches effectuées dans les écoles néerlandaises concernant les interactions entre enseignants et élèves et entre élèves ne permettent pas d'identifier des discriminations évidentes, mais beaucoup de formes de discrimination plus subtiles ; 5. les explications théoriques pertinentes concernant les parcours et les résultats scolaires des enfants des populations migrantes aux Pays-Bas pointent vers des interactions complexes entre le travail des écoles et les efforts spécifiques des populations migrantes.Maier Robert, De Haan Mariëtte. Les dynamiques multi­culturelles dans les écoles néerlandaises. In: Revue française de pédagogie, volume 144, 2003. Dynamiques multiculturelles et politiques scolaires en Europe. pp. 39-47

‘Going global’: comparing access to global learning experiences in the online social networks of Turkish-Dutch, Moroccan-Dutch, and native-Dutch youth

This paper addresses the potential of online environments as spaces for young people to develop intercultural competences by studying how otherness is created online and how this holds potential for learning. While online communication is an increasing part of young peoples’ lives, not much is known about how young people use their online social networks to connect with culturally diverse others and whether such interactions create opportunities for learning. Using social network analyses and discourse analyses of self-reports, we compared Turkish-Dutch, Moroccan-Dutch and native-Dutch youth regarding: 1) the geographical dispersion and ethnic diversity of their online social networks and 2) how they reported on their online interactions and the opportunities for global learning. Young people from these communities differed in how they connected online and how they reflected on interactions in which they were confronted with different perspectives. We suggest a re-examination of the notion of global learning, paying more attention to the highly varied experience of ‘global’ youths’ perception of interactions with different others, as well as what the learning potential of ‘going global’ entails

Implementing Parenting Programmes Across Cultural Contexts: A Perspective on the Deficit Narrative

This paper critiques universalistic 'at-risk' approaches by parenting programmes in the context of international development, arguing that local practices are neglected in research. Fifty post-training interviews with 25 participants in Western Kenya are analysed using discourse analysis. Post-training, parents reported less physical punishment and emphasized parent-child communication more. However, the analyses show that parents see these newly introduced methods as a means to act more efficiently within the utilitarian approach to parenting they defined before training. Cultural norms related to respect, authority and compliance remained important, although attention to the responsiveness and inner motives of children had arguably started to bend and twist the older family hierarchy and the position of children in it. It is argued that the effects of such programmes in international development contexts should be considered the result of interaction between programme content and lo

Implementing Parenting Programmes Across Cultural Contexts: A Perspective on the Deficit Narrative

This paper critiques universalistic 'at-risk' approaches by parenting programmes in the context of international development, arguing that local practices are neglected in research. Fifty post-training interviews with 25 participants in Western Kenya are analysed using discourse analysis. Post-training, parents reported less physical punishment and emphasized parent-child communication more. However, the analyses show that parents see these newly introduced methods as a means to act more efficiently within the utilitarian approach to parenting they defined before training. Cultural norms related to respect, authority and compliance remained important, although attention to the responsiveness and inner motives of children had arguably started to bend and twist the older family hierarchy and the position of children in it. It is argued that the effects of such programmes in international development contexts should be considered the result of interaction between programme content and lo

Netwerken van jongeren als nieuwe leeromgevingen

Online and mobile social networking started about a decade ago, attracted millions of people and turned into a daily social practice for many. Here we discuss the potential these networks have as learning environments. We portray youth's engagement in online networks and analyze the opportunities for learning that are inherent to these networks. We present the challenges these new learning environment put on conceptualizations of learning. The paper is based on a review of the literature on current practices of networking and networked learning outside the scope and setting of formal education and suggests possible directions to conceptualize youth networks as learning ecologies