Cultural diversity: policy, care and education in multicultural societies
Institución
Universiteit Utrecht (UU)
In deze samenvatting is alle literatuur van week 1 tot en met week 8 samengevat met de bijbehorende hoorcolleges. Na elke samenvatting is een korte Nederlandse beschrijving van het onderwerp te vinden ter verduidelijking. Dit is een samenvatting uit 2023 dus na de vernieuwing van het vak.
Cultural diversity: policy, care and education in multicultural societies
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Samenvatting Cultural Diversity (blok 3, 2023)
Inhoudsopgave
Week 1, Cultural Diversity.............................................................................................................................. 2
The importance of understanding children’s lived experience............................................................................2
The developmental niche; a conceptualization at the interface of child and culture..........................................4
Bronfenbrenner’s bioecological theory revision; moving culture from the macro into the micro.......................5
Lecture 07/02/2023..............................................................................................................................................6
Week 2, cultural identity development.......................................................................................................... 8
Beyond identity....................................................................................................................................................8
Identity development throughout the lifetime: an examination of Erikson’s Theory..........................................9
Turkish-Dutch Mosque students negotioting identities and belonging in the Netherlands..............................11
Lecture 14/02/2023............................................................................................................................................13
Week 3, Multicultural society....................................................................................................................... 14
Does selective acculturation work? Cultural orientations, educational aspirations, and school effort among
children of immigrants in Norway......................................................................................................................14
Acculturation and school adjustment of immigrant youth in six European countries: Findings from PISA......15
Lecture 21/02/2023............................................................................................................................................16
Week 4, inequalities and poverty................................................................................................................. 17
Unequal childhoods............................................................................................................................................17
Resources, experiences, and support needs of families in disadvantaged communities...................................18
Lecture 4, 28/02/2023........................................................................................................................................20
Week 5, inclusion, and intercultural competences........................................................................................21
Individual and systemic bias in child welfare decision making..........................................................................21
Teachers’ self-efficacy and intercultural classroom practices in diverse classroom context.............................22
Opening towards children’s languages: enhancing teachers’ tolerant practices towards multilingualism......23
Lecture 5, 07/03/2023........................................................................................................................................25
Week 6, Microsystem: ECEC and school........................................................................................................ 26
The association between perceived discrimination climate in school and student performance in math and
reading...............................................................................................................................................................26
Using a group-centered approach to observe interactions in early childhood education.................................27
Inclusion and language learning: pedagogical principles for integrating students from marginalized groups in
the mainstream..................................................................................................................................................28
Lecture 6, Early childhood education and care & school...................................................................................29
Week 7, Microsystem: Parents..................................................................................................................... 30
Family support of third grade reading skills, motivation, and habits................................................................30
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, Parenting and globalization in western countries: explaining differences in parent-child interactions............31
Individualism and the western mind reconsidered: American and dutch parents ethnotheories of the child. .32
Lecture 7, microsystem: parents........................................................................................................................32
Week 8, Microsystem: Peers........................................................................................................................ 34
Development of ethnic, racial and national prejudice in childhood and adolescence: a multinational meta-
analysis of age difference...................................................................................................................................34
Classroom predictors of national belonging: The role of interethnic contact and teachers and classmate’s
diversity norms...................................................................................................................................................35
COVID-19 narratives that polarize.....................................................................................................................36
Lecture 8, peers, segregation & contacttheory..................................................................................................37
Week 1, Cultural Diversity
The importance of understanding children’s lived experience
Barbara Rogoff, Audun Dahl, Maureen Callanan
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,This article describes the course correction of developmental research to focus more on the
cultural paradigms of children’s lived experience and children’s participation in the setting of
their lives. This is important to understand the development of a child in its context.
Development occurs within a child specific environment through their one everyday
experience ( cultural experiences). Because of this, it is important to know in what culture a
child lives and how this effect their lives.
A key question that emerges; how they manage their navigation across settings
Bruner is a researcher that did research to what a middle-class child’s live looks like.
Researchers need information about the everyday life of a child to understand and interpret
findings.
Sociocultural theoretical perspective = this focuses more on children’s development in
terms of their participation in the everyday practices and settings of their lives.
The auteurs argue for broadening the fields portfolio of research by;
- Examining (rather than assuming) generality of findings across situations and
populations
- Interpreting findings based on knowledge of children’s lives rather than researchers’
intuitions
- Studying child development in the ecologies in wich it occurs
The question emerging from this; how do children learn to navigate across the practices
common to the distinct settings of their lives?
To make the course correction, there should be more attention to a theoretical perspective
which posits that learning and development occur in the process of people’s participation in
the activities and events of their cultural communities.
Culture = here is viewed as the ways of life of generations of people in communities (their
ways of thinking and orienting) that are shared in a community.
Participation = includes keen observation of others as well as contributing to decisions and
endeavors with ideas as well as action
This is important for research to integrate contextual and cultural aspects of life in the
understanding of child development.
In participation theories individual and context or culture are considered mutually
constituting aspects of the process of life. We can view child development as a process of
growth in ways of participating in the endeavors of their communities, in a process of
transformation of participation. Events are not external to individuals.
Children’s lived experience = cultural nature of human development.
In the research about the importance of context in developmental psychology, there was a
growth in interest in two directions;
1. Understanding children’s development in context of their lives
2. Dividing into more specific domain (often not tight to the context of children’s lives)
The ignorance of children’s everyday life often leads to overgeneralization from one cultural
group to humans in general. A scientific setting can show results that would not be seen in the
3
, everyday life, but we must not lose track of the phenomena that we are trying to understand;
how do children develop and learn across their lives?
Researchers make claims about the ecological commitments which are assumptions,
hypotheses, and implications without them being tested.
Individuals cannot be understood outside of their community. They should unpack the groups
into variables (gender, race, etc.). This can be done by viewing specific participations/events
from different groups, but it should not be inherent in the real, functional activity. Language
and little knowledge about a specific cultural group ensures that the individuals in this group,
perform less than they would be with a researcher with knowledge about their language and
culture which results into poorer performances.
Children must learn to adapt their ways to the distinct settings that they traverse. How do
they learn to do that?
- They learn to distinguish or apply the approaches that they have learned in one setting
when they become involved in another setting (interne werkmodellen)
Children navigate between settings. From a sociocultural perspective, this can be
reconceptualized to navigating different cultural settings as they determine which familiar
practices to use in what circumstances, or how they need to adapt them.
Oftewel;
Er moet een verandering komen in het onderzoek naar de ontwikkeling van kinderen waarbij
de omgeving en cultuur van het kind wordt meegenomen in het onderzoek. Dit voorkomt een
overhaaste generalisatie van bepaalde culturele groepen omdat groepen in een vreemde setting
of onder onbekende omstandigheden vaak minder presteren dat ze zouden doen in een
bekende omgeving. Volgens het sociocultureel perspectief, navigeren kinderen tussen
verschillende culturele settings door te bepalen welke vaardigheden ze nodig hebben/aan
moeten passen aan de omgeving. Dit perspectief komt voort uit het idee dat kinderen leren
door deel te nemen aan verschillende evenementen binnen hun cultuur en hier dingen van
leren/opslaan (interne werkmodellen).
The developmental niche; a conceptualization at the interface of child and culture
Charles M Super, Sara Harkness
Research on human development has been shaped by two contrasting images;
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