Racialized Classroom Practices in a Diverse Amsterdam Primary School: The Silencing, Disparagement, and Discipline of Students of Color

Autor/in	Weiner, Melissa F.
Titel	Racialized Classroom Practices in a Diverse Amsterdam Primary School: The Silencing, Disparagement, and Discipline of Students of Color
Quelle	In: Race, Ethnicity and Education, 19 (2016) 6, S.1351-1367 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-3324
DOI	10.1080/13613324.2016.1195352
Schlagwörter	Classroom Techniques; Ethnic Groups; Minority Group Students; Equal Education; Foreign Countries; Racial Differences; Elementary School Students; Discipline; Immigrants; Racial Bias; Cultural Differences; Track System (Education); Educational Philosophy; Disadvantaged; Academic Achievement; High Stakes Tests; Student Placement; Secondary Education; Scores; Statistical Analysis; Disproportionate Representation; Academic Education; Vocational Education; Grade 6; Observation; Netherlands (Amsterdam) + Suchen Sie Ihr Suchwort? Klassenführung; Ethnie; Ausland; Rassenunterschied; Disziplin; Immigrant; Immigrantin; Immigranten; Racial discrimination; Rassismus; Kultureller Unterschied; Leistungsgruppe; Leistungsdifferenzierung; Bildungsphilosophie; Erziehungsphilosophie; Schulleistung; Schülerpraktikum; Sekundarbereich; Statistische Analyse; Akademische Bildung; Ausbildung; Berufsbildung; School year 06; 6. Schuljahr; Schuljahr 06; Beobachtung
Abstract	In both Europe and the US, racial and ethnic minority students experience discrimination at the hands of teachers that negatively impacts academic achievement. In the US, scholars have documented how a predominantly white teaching force racializes students of color through discipline and low expectations, which impact educational attainment. But in Europe, the denial of race's existence hinders research regarding structural explanations for minority educational inequality and often explains low educational attainment as a function of cultural differences. Examining classroom practices in a diverse Amsterdam primary school, this article documents racializing mechanisms that found minority students disproportionately disparaged, disciplined, and silenced. In addition, many were students under-recommended to higher level secondary school tracks. These findings reveal that Dutch schools are not racially meritocratic institutions and are relevant for scholars in the Netherlands and all other nations with educational institutions dominated by colorblind ideologies, white norms, and large immigrant populations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01