Julia Steenwegen
Biographic Data
| ID | 1263390 |
|---|---|
| NAME | Julia Steenwegen |
| GIVEN NAMES | Julia |
| FAMILY NAME | Steenwegen |
| SIGNATURE | STEENWEGEN J |
| AFFILIATIONS | University of Antwerp |
| ORCID | 0000-0001-6743-9788 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 5 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
The Neighborhood Resources that Shape Children’s Well-Being
Children’s well-being is partly shaped by the neighborhoods in which they grow up. While past research has focused predominantly on deficits in disadvantaged neighborhoods, this systematic review catalogues neighborhood resources that positively influence children’s well-being, adopting a strengths-based, interdisciplinary perspective. Drawing on 32 empirical studies across disciplines including psychology, sociology, health, and urban planning, …
Belonging across contexts
Minoritized pupils’ reflections on their student-teacher relationship in mainstream and supplementary schools
This paper investigates the student-teacher relationship among minoritized primary school pupils in Flanders, Belgium, who attend both mainstream and supplementary schools, educational initiatives organized by their communities in the weekend. Despite the recognized significance of this relationship, research often overlooks the experiences of students with migration backgrounds, and especially those of primary school pupils. This study aims to c…
How prejudice shapes public perceptions of minority-organized spaces
n Contains fulltext :\n 314171.pdf (Publisher’s version ) (Open Access)\n
How and why minoritised communities self-organise education
Minoritised communities have a long history of self-organising learning to meet their youth’s varied educational needs. Community education is a widespread societal phenomenon, yet a conceptual framework mapping the diversity of educational initiatives remained lacking. We bring together the body of academic work on community education in a systematic literature review and extract an array of cases. By regarding these cases through a conceptual f…
Supplementary schools as sites of access to community cultural wealth and funds of knowledge in Flanders, Belgium
This paper investigates the role of supplementary schools as grassroots educational initiatives whose reach extend beyond individual educational trajectories for minoritized youth. We examine how these schools serve as community forces, emphasizing the importance of resources and relationships. Drawing on the theoretical frameworks of funds of knowledge and community cultural wealth, we explore how supplementary schools strategically make accessi…
The what and why of supplementary schooling in Flanders
Supplementary schooling can play an important role in the educational trajectory of minoritised youth. Yet, our knowledge of the communities’ motives for organising education and the purposes the schools pursue remains limited. Existing literature tends to understand supplementary schools either as resisting ongoing inequity in mainstream society or as transmitting the heritage language. We argue that it is valuable to transcend this fragmented v…
The what and why of supplementary schooling in Flanders
Supplementary schooling can play an important role in the educational trajectory of minoritised youth. Yet, our knowledge of the communities’ motives for organising education and the purposes the schools pursue remains limited. Existing literature tends to understand supplementary schools either as resisting ongoing inequity in mainstream society or as transmitting the heritage language. We argue that it is valuable to transcend this fragmented v…
Minoritized pupils’ reflections on their student-teacher relationship in mainstream and supplementary schools
This paper investigates the student-teacher relationship among minoritized primary school pupils in Flanders, Belgium, who attend both mainstream and supplementary schools, educational initiatives organized by their communities in the weekend. Despite the recognized significance of this relationship, research often overlooks the experiences of students with migration backgrounds, and especially those of primary school pupils. This study aims to c…
How prejudice shapes public perceptions of minority-organized spaces
n Contains fulltext :\n 314171.pdf (Publisher’s version ) (Open Access)\n
Supplementary schools as sites of access to community cultural wealth and funds of knowledge in Flanders, Belgium
This paper investigates the role of supplementary schools as grassroots educational initiatives whose reach extend beyond individual educational trajectories for minoritized youth. We examine how these schools serve as community forces, emphasizing the importance of resources and relationships. Drawing on the theoretical frameworks of funds of knowledge and community cultural wealth, we explore how supplementary schools strategically make accessi…
How and why minoritised communities self-organise education
Minoritised communities have a long history of self-organising learning to meet their youth’s varied educational needs. Community education is a widespread societal phenomenon, yet a conceptual framework mapping the diversity of educational initiatives remained lacking. We bring together the body of academic work on community education in a systematic literature review and extract an array of cases. By regarding these cases through a conceptual f…
Supplementary schools as sites of access to community cultural wealth and funds of knowledge in Flanders, Belgium
This paper investigates the role of supplementary schools as grassroots educational initiatives whose reach extend beyond individual educational trajectories for minoritized youth. We examine how these schools serve as community forces, emphasizing the importance of resources and relationships. Drawing on the theoretical frameworks of funds of knowledge and community cultural wealth, we explore how supplementary schools strategically make accessi…
The what and why of supplementary schooling in Flanders
Supplementary schooling can play an important role in the educational trajectory of minoritised youth. Yet, our knowledge of the communities’ motives for organising education and the purposes the schools pursue remains limited. Existing literature tends to understand supplementary schools either as resisting ongoing inequity in mainstream society or as transmitting the heritage language. We argue that it is valuable to transcend this fragmented v…
Minoritized pupils’ reflections on their student-teacher relationship in mainstream and supplementary schools
This paper investigates the student-teacher relationship among minoritized primary school pupils in Flanders, Belgium, who attend both mainstream and supplementary schools, educational initiatives organized by their communities in the weekend. Despite the recognized significance of this relationship, research often overlooks the experiences of students with migration backgrounds, and especially those of primary school pupils. This study aims to c…
How prejudice shapes public perceptions of minority-organized spaces
n Contains fulltext :\n 314171.pdf (Publisher’s version ) (Open Access)\n
The Neighborhood Resources that Shape Children’s Well-Being
Children’s well-being is partly shaped by the neighborhoods in which they grow up. While past research has focused predominantly on deficits in disadvantaged neighborhoods, this systematic review catalogues neighborhood resources that positively influence children’s well-being, adopting a strengths-based, interdisciplinary perspective. Drawing on 32 empirical studies across disciplines including psychology, sociology, health, and urban planning, …
Belonging across contexts
Sociology (6 works) · Political science (5 works) · Education Systems and Policy (3 works) · Global Educational Policies and Reforms (3 works) · Pedagogy (3 works) · Psychology (3 works) · Early Childhood Education and Development (2 works) · Economics (2 works) · Gender Studies (2 works) · Gender Studies (2 works)