Literaturnachweis - Detailanzeige
| Autor/in | Verhoeven, Marie |
|---|---|
| Titel | Modèles d'intégration nationaux, dynamiques d'établissements et processus identitaires en contextes multiculturels: regards croisés Angleterre-Communauté française de Belgique. Dossier - Dynamiques multiculturelles et politiques scolaires en Europe. Titel in anderen Sprachen: National models of integration, dynamics of various schools and identity processes in multicultural contexts: a comparative analysis between England and the French community of Belgium. |
| Quelle | In: Revue française de pédagogie, (2003) 144, S. 9-17 |
| Beigaben | Literaturangaben 25; Anhang 1 |
| Sprache | französisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0556-7807 |
| Schlagwörter | Vergleichsuntersuchung; Kulturelle Identität; Sozialisation; Bildungssystem; Bildungspolitik; Bildungsmarkt; Schüler-Lehrer-Beziehung; Multikulturelle Erziehung; Integrationspolitik; Modell; Qualitätssicherung; Minderheit; Belgien; Europa; Frankreich; Großbritannien |
| Abstract | To understand the institutional dynamics and the strategies of the school actors that are put into action in contrasted local and national contexts regarding multiculturalism you have to resort to a multidimensional analysis structured around at least two major elements: the impact of the national models of integration and the modes of regulation of the educational system. This hypothesis runs through the three parts of the article, which are: 1 - a comparison between the educational policies in England and in the French community of Belgium; 2 - the analysis of dynamics aiming at coping with students of multicultural origins in secondary schools; 3 - the identity strategies of these students. The article ends up with a twofold conclusion. On a theoretical level, it is about the respective influence of the school dynamics and of the cultural models on the ways cultural differences are managed with and on identity processes. On a methodological level, it gives an overview of the limits as well as the contributions of a qualitative comparative approach. (DIPF/orig.) |
| Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
| Update | 2005_(CD) |
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