The educational experiences of Moroccan Dutch youth in the Netherlands
Place-making against a backdrop of racism, discrimination and inequality
Bibliographic Data
| ID | 12681908 |
|---|---|
| Authors | Domiziana Turcatti (0000-0003-4750-7039, Amsterdam University College, Amsterdam, the Netherlands, corresponding author) |
| Year | 2018 |
| Volume | 29 |
| Issue | 4 |
| Pages | 532-547 |
| Publication date | 2018-07-04 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | European Journal of Intercultural studies (JOURNAL) |
| Journal identifiers | ISSN: 0952-391X • E-ISSN: 1469-8439 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/14675986.2018.1483796 |
| OpenAlex | W2887659509 |
| Language | EN |
| Citations received | 11 |
| References cited | 16 |
This study focuses on life histories collected from Moroccan Dutch youth in Amsterdam and Rotterdam and describes their experiences in diverse programs of the Dutch secondary education system. The study questions whether the present Dutch educational system facilitates the ‘gaining of place’ for the youth within Dutch society or whether it diminishes their opportunities. This qualitative study uses participant observation and semi-structured interviews of 15 Moroccan Dutch male and female youth, aged 18–24, and of 3 Moroccan Dutch male and female adults, aged 35. Life histories of 7 of the youths and 3 of the adults were of particular focus. Presented are the key decision-making points, based on the multiple challenges and structural obstacles the youth encounter in upper and lower levels of secondary education. The findings of the study reveal that the youth have developed educational resilience and a positive self-image which rely on the support from peers, family and role models outside of the school environment. Highlighted are how the strengths and weaknesses of Dutch education policies can best be captured through the life history approach, and how intercultural education, renamed citizenship education since 2006, needs to be better implemented to benefit Moroccan Dutch youth
Citizenship · Focus group · Pedagogy · Political science · Psychological resilience · Qualitative research · Racism · Social science · Sociology · Strengths and weaknesses · Youth studies · Gender Studies · Global Education and Multiculturalism · Global Educational Policies and Reforms · Parental Involvement in Education · Psychology · Social Psychology
Growing up as a Muslim youth in an age of Islamophobia
Ethical dilemmas and challenges in ethnographic migration research
Education is my passport
Assaults on belonging
Majority-minority Educational Success Sans Integration
They say “I did it”, but they don’t say “I got an STI from it”’
Intercultural space – A review of the literature
Reflections for Transforming the Perspectives of Teacher-Directed Practices towards Community-Based Ethnographic Practices with Migrant and Minority Students
South-South acculturation
Breaking the Silence
I Just Get a Different Feeling in This Class
Multicultural Education and Inter-Ethnic Attitudes
Researching race/ethnicity and educational inequality in the Netherlands
Educational policies on migrants and minorities in the Netherlands
The Turkish and Moroccan Second Generation in the Netherlands
The Second Generation in Western Europe
Ethnicity, schooling, and merit in the Netherlands
Dutch policies on socio-economic and ethnic inequality in education
Ethnic penalties? The role of human capital and social origins in labour market outcomes of second-generation Moroccans and Turks in the Netherlands
| Unique citing works | 11 |
|---|---|
| Citations per year | 1,83 |
| Citation span | 2020 - 2026 (7) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 11 |