"We Value Your Food but Not Your Language": Education Systems and Nation-Building Processes in Flanders

Autor/in	Clycq, Noel
Titel	"We Value Your Food but Not Your Language": Education Systems and Nation-Building Processes in Flanders
Quelle	In: European Educational Research Journal, 16 (2017) 4, S.407-424 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1474-9041
DOI	10.1177/1474904116668885
Schlagwörter	Nationalism; Ethnic Groups; Foreign Countries; Socialization; Family Environment; Educational Environment; Correlation; Cultural Differences; Indo European Languages; Family School Relationship; Racial Bias; Parent Attitudes; Social Isolation; Socioeconomic Status; Immigrants; Second Language Learning; Educational Policy; Self Concept; Teacher Student Relationship; Semi Structured Interviews; Minority Groups; Cultural Background; Native Language; Cultural Pluralism; Teacher Attitudes; Language Maintenance; Cultural Maintenance; Ethnography; Belgium + Suchen Sie Ihr Suchwort? Nationalismus; Ethnie; Ausland; Socialisation; Sozialisation; Familienmilieu; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Korrelation; Kultureller Unterschied; Indoeuropäisch; Racial discrimination; Rassismus; Elternverhalten; Soziale Isolation; Socio-economic status; Sozioökonomischer Status; Immigrant; Immigrantin; Immigranten; Zweitsprachenerwerb; Politics of education; Bildungspolitik; Selbstkonzept; Teacher student relationships; Lehrer-Schüler-Beziehung; Ethnische Minderheit; Kulturpluralismus; Lehrerverhalten; Sprachpflege; Ethnografie; Belgien
Abstract	Education systems are crucial social and cultural apparatuses. They are designed to homogenize at least to a large extent the discourses and praxis of the citizens of a nation by channelling them as much as possible through a unified educational system. However, in ethnically and culturally diversified societies, these homogenizing social institutions can become counterproductive as they are primarily designed by and for the dominant ethnic group. This issue is particularly important in nation-building processes, something that is still explicitly ongoing in Flanders (Belgium), as these institutions put forward a unified nation with one culture and language. In this article we study how these macro-level processes can be related to the interaction processes in and between families and schools. The central research question this article tries to answer is: is the idea of a culturally and linguistically unified representation of the Flemish nation relevant when studying teacher-pupil-parent relations? We aim to build upon the existing literature by relating meso-level processes of institutional racialization and culturalization to micro-level interactions in educational settings and to macro-level processes of nation-building in Flanders. To answer these questions, we rely upon data from two qualitative research projects: (1) one study that focuses on the family socialization processes in ethnic majority and minority families and collected 42 interviews with parents; and (2) a second study that focuses on the educational trajectories of students, with specific attention on the school environment, and collected 114 interviews with students and 57 interviews with school actors. The findings show clear similarities between the macro-level processes and the interactions between families and schools in such a way that the article discusses if ongoing and explicit nation-building processes are capable of appreciating the existing diversity in a nation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01