Marloes Hagenaars
Biographic Data
| ID | 1257541 |
|---|---|
| NAME | Marloes Hagenaars |
| GIVEN NAMES | Marloes |
| FAMILY NAME | Hagenaars |
| SIGNATURE | HAGENAARS M |
| AFFILIATIONS | Ghent University |
| ORCID | 0000-0002-8529-9915 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 4 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Pardon my French, Turkish and Arabic! How Flemish headteachers and teachers respond to multilingualism in the classroom
A growing amount of ethnically diverse students is bringing a multitude of different languages into the classroom. In Flanders, most schools respond to this reality by adopting a monolingual approach, where proficiency in Dutch is encouraged and the home language of students perceived as a barrier for learning, within this monolingual system. However recent studies have found that teachers will vary in their level of tolerance for linguistic dive…
Exploring teacher–parent relationships in times of Covid-19
Previous research shows that the lockdown of schools due to the Covid-19 pandemic increased the already existing inequalities in education but little is known about the processes underlying these outcomes. In this study we used Bourdieu’s theories to explore how interactions between teachers’ expectations of parents and parents’ availability of cultural, social and economic capital could potentially influence educational inequalities in the conte…
Intercultural actions speak louder than words
Teachers in ethnically diverse environments face increasingly complex demands. Intercultural competences can support teachers in navigating such contexts, but little is known about how teachers utilize these competences in practice. This study interviewed 48 teachers across four Flemish secondary schools, selected based on their diversity policies. We explored how teachers apply culturally relevant practices on a day-to-day basis and how they ali…
Teachers’ responses to ethnic discrimination
While most research has focussed on the experiences and consequences of ethnic discrimination for students, little is known about how teachers respond to ethnic discrimination. Teachers’ responses are important as they may affect the outcomes of ethnic discrimination for students. Additionally, many studies have shown that teachers find it difficult to respond or talk about these issues but we know very little about how they act or address these …
Diversity ideologies in Flemish education
As most studies focus on the outcomes of multiculturalism, assimilation and colourblindness (MAC) for students, little is known about why schools vary in the diversity approaches that they adopt and the role of the teacher in this process. This study explores how teachers implement MAC diversity approaches and what drives them in doing so. Based on a cluster analysis of 38 schools, three extreme cases were selected that either valued (multicultur…
Diversity ideologies in Flemish education
As most studies focus on the outcomes of multiculturalism, assimilation and colourblindness (MAC) for students, little is known about why schools vary in the diversity approaches that they adopt and the role of the teacher in this process. This study explores how teachers implement MAC diversity approaches and what drives them in doing so. Based on a cluster analysis of 38 schools, three extreme cases were selected that either valued (multicultur…
Intercultural actions speak louder than words
Teachers in ethnically diverse environments face increasingly complex demands. Intercultural competences can support teachers in navigating such contexts, but little is known about how teachers utilize these competences in practice. This study interviewed 48 teachers across four Flemish secondary schools, selected based on their diversity policies. We explored how teachers apply culturally relevant practices on a day-to-day basis and how they ali…
Diversity ideologies in Flemish education
As most studies focus on the outcomes of multiculturalism, assimilation and colourblindness (MAC) for students, little is known about why schools vary in the diversity approaches that they adopt and the role of the teacher in this process. This study explores how teachers implement MAC diversity approaches and what drives them in doing so. Based on a cluster analysis of 38 schools, three extreme cases were selected that either valued (multicultur…
Exploring teacher–parent relationships in times of Covid-19
Previous research shows that the lockdown of schools due to the Covid-19 pandemic increased the already existing inequalities in education but little is known about the processes underlying these outcomes. In this study we used Bourdieu’s theories to explore how interactions between teachers’ expectations of parents and parents’ availability of cultural, social and economic capital could potentially influence educational inequalities in the conte…
Intercultural actions speak louder than words
Teachers in ethnically diverse environments face increasingly complex demands. Intercultural competences can support teachers in navigating such contexts, but little is known about how teachers utilize these competences in practice. This study interviewed 48 teachers across four Flemish secondary schools, selected based on their diversity policies. We explored how teachers apply culturally relevant practices on a day-to-day basis and how they ali…
Teachers’ responses to ethnic discrimination
While most research has focussed on the experiences and consequences of ethnic discrimination for students, little is known about how teachers respond to ethnic discrimination. Teachers’ responses are important as they may affect the outcomes of ethnic discrimination for students. Additionally, many studies have shown that teachers find it difficult to respond or talk about these issues but we know very little about how they act or address these …
Pardon my French, Turkish and Arabic! How Flemish headteachers and teachers respond to multilingualism in the classroom
A growing amount of ethnically diverse students is bringing a multitude of different languages into the classroom. In Flanders, most schools respond to this reality by adopting a monolingual approach, where proficiency in Dutch is encouraged and the home language of students perceived as a barrier for learning, within this monolingual system. However recent studies have found that teachers will vary in their level of tolerance for linguistic dive…
Pedagogy (5 works) · Psychology (5 works) · Sociology (5 works) · Flemish (4 works) · Global Education and Multiculturalism (4 works) · Ethnic group (3 works) · Cultural diversity (2 works) · Geography (2 works) · Linguistics (2 works) · Mathematics education (2 works)