Het gaat niet over zwart en wit: samenwerkend leren in een cultureel divers MBO

no abstrac

Samenwerking, een kleurrijke uitdaging?!

Samenwerking is belangriik in een multiculturele klas. Maar wat vinden leerlingen en docenten nu van dat samenwerken? Speelt in hun ogen het multiculturele karakter eigenliik wel een rol

Profiles in Teachers’ Value-Based Tensions in Senior Secondary Vocational Education and Training.

Context: With an increase in cultural diversity in many countries, schools and teacher educators are grappling with the question of what this diversity might bring in vocational education, and how teachers can be prepared to work with this diversity. In order to train and empower teachers who experience tensions because of culturally diverse student populations, it is useful to know whether teachers do have different needs to work with this diversity. This study reports on profiles in teachers' experience of value-based tensions (professional ethics and stance, diversity and communality, respect, personal autonomy, and justice) teaching in culturally diverse classes of Senior Secondary Vocational Education and Training (SSVET)

Teachers self-perceived multicultural competence and their experience of culturally loaden value-based tensions in Senior Secondary Vocational Education

During the last decades there has been an enormous increase in the number of students with different cultural backgrounds in schools in The Netherlands, as in many Western countries. School teachers are required to have the competences to handle such cultural differences. The present study collected data on these variables via a self-report questionnaire administered to teachers of culturally diverse Senior Secondary Vocational Education and Training (SSVET) schools. In total, 898 teachers from 20 SSVET schools completed the survey. Teachers experienced tensions from relatively limited to fairly frequent. Regarding their competencies, teachers attributed them-selves a positive attitude towards multicultural education, perceived to have some degree of multicultural teaching skills and perceived their degree of multicultural education know-ledge neutral. Teachers’ self-perceived multicultural knowledge, attitudes and skills had varied associations with the different experienced value-based tensions. Whereas the degree of self-perceived skill showed a positive relationship with most experienced tensions, attitudes and knowledge showed a negative relationship. These results suggest that perceiving to have more skills leads to experiencing more tensions. Teachers in the lower levels of SSVET, younger teachers, teachers in schools with a larger population of teachers from migrant backgrounds, teachers with more training and teachers in need of training experienced more tensions. Implications and suggestions for future research are discussed

Primary and secondary socialization impacts on support for same-sex marriage after legalization in the Netherlands.

Two years after the legalization of same-sex marriages in the Netherlands, 65% of the Dutch population largely or completely disagrees with the statement “gay marriage should be abolished.” This article shows, by way of multinomial logistic regression analysis of survey data, which socializing agents influence one’s attitude toward same-sex marriage after its legalization (FNB2003; N = 2,124). Parents’ attitudes toward homosexuality during one’s youth strongly affect one’s attitude toward same-sex marriage. The strongest determinant is socialization within religious institutions. Religious practice provides an explanation of the differences between members of denominations opposing same-sex marriage. A lower educational level enhances one’s probability of being neutral on abolishing gay marriage. Finally, men and people from non-Western origin are especially likely to oppose same-sex marriage.