Josje Schut
Biographic Data
| ID | 804253 |
|---|---|
| NAME | Josje Schut |
| GIVEN NAMES | Josje |
| FAMILY NAME | Schut |
| SIGNATURE | SCHUT J |
| AFFILIATIONS | Vrije Universiteit Amsterdam |
| ORCID | 0000-0003-0934-2210 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 16 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Learning to engage with difference in a majority-minority primary school
Middle‐Class Versus Working‐Class White Mothers’ Approaches to Diversity in the Netherlands
There is a large body of literature on how white middle‐class parents select schools for their children in gentrifying urban contexts. In this study, we aimed to explore the experiences of such parents after enrolling their children in ethnically mixed schools but also how these experiences varied in gentrifying urban contexts and smaller cities. We interviewed mothers without a migration background living in a large city (Amsterdam) or a medium‐…
Negotiating the Progressive Paradox: Middle‐Class Parents in Majority–Minority Primary Schools in Amsterdam
Across Western Europe, progressive issues take centre stage within integration debates and discourse. This article addresses the paradox middle‐class progressives get caught up in when arguing for openness towards diversity, while also expecting adaptation to the progressive “modern” norm on sexuality, especially from Muslim Others. Going beyond existing literature, this article demonstrates the understudied manifestations of this paradox in ever…
Micro labour, ambivalence and discomfort: How People Without a Migration Background Strategically Engage With Difference in a Majority-Minority Neighbourhood
In contemporary West European cities, people without migration background are increasingly faced with a new demographic reality in which they have become a numerical minority in the neighbourhood. This majority-minority make-up calls for an understanding of how people without migration background partake in the reciprocal practice of ‘living together with difference’, within this new reality. Drawing on interviews conducted in Amsterdam, we show …
Micro labour, ambivalence and discomfort: How People Without a Migration Background Strategically Engage With Difference in a Majority-Minority Neighbourhood
In contemporary West European cities, people without migration background are increasingly faced with a new demographic reality in which they have become a numerical minority in the neighbourhood. This majority-minority make-up calls for an understanding of how people without migration background partake in the reciprocal practice of ‘living together with difference’, within this new reality. Drawing on interviews conducted in Amsterdam, we show …
Negotiating the Progressive Paradox: Middle‐Class Parents in Majority–Minority Primary Schools in Amsterdam
Across Western Europe, progressive issues take centre stage within integration debates and discourse. This article addresses the paradox middle‐class progressives get caught up in when arguing for openness towards diversity, while also expecting adaptation to the progressive “modern” norm on sexuality, especially from Muslim Others. Going beyond existing literature, this article demonstrates the understudied manifestations of this paradox in ever…
Middle‐Class Versus Working‐Class White Mothers’ Approaches to Diversity in the Netherlands
There is a large body of literature on how white middle‐class parents select schools for their children in gentrifying urban contexts. In this study, we aimed to explore the experiences of such parents after enrolling their children in ethnically mixed schools but also how these experiences varied in gentrifying urban contexts and smaller cities. We interviewed mothers without a migration background living in a large city (Amsterdam) or a medium‐…
Learning to engage with difference in a majority-minority primary school
Micro labour, ambivalence and discomfort: How People Without a Migration Background Strategically Engage With Difference in a Majority-Minority Neighbourhood
In contemporary West European cities, people without migration background are increasingly faced with a new demographic reality in which they have become a numerical minority in the neighbourhood. This majority-minority make-up calls for an understanding of how people without migration background partake in the reciprocal practice of ‘living together with difference’, within this new reality. Drawing on interviews conducted in Amsterdam, we show …
Middle‐Class Versus Working‐Class White Mothers’ Approaches to Diversity in the Netherlands
There is a large body of literature on how white middle‐class parents select schools for their children in gentrifying urban contexts. In this study, we aimed to explore the experiences of such parents after enrolling their children in ethnically mixed schools but also how these experiences varied in gentrifying urban contexts and smaller cities. We interviewed mothers without a migration background living in a large city (Amsterdam) or a medium‐…
Negotiating the Progressive Paradox: Middle‐Class Parents in Majority–Minority Primary Schools in Amsterdam
Across Western Europe, progressive issues take centre stage within integration debates and discourse. This article addresses the paradox middle‐class progressives get caught up in when arguing for openness towards diversity, while also expecting adaptation to the progressive “modern” norm on sexuality, especially from Muslim Others. Going beyond existing literature, this article demonstrates the understudied manifestations of this paradox in ever…
Learning to engage with difference in a majority-minority primary school
Political science (4 works) · Sociology (4 works) · Gender Studies (3 works) · Gender Studies (3 works) · Class (philosophy (2 works) · Epistemology (2 works) · Law (2 works) · Law (2 works) · Middle class (2 works) · Migration, Refugees, and Integration (2 works)