Teachers’ Understanding of Multicultural Education and the Correlates of Multicultural Content Integration in Flanders
Bibliographic Data
| ID | 9729461 |
|---|---|
| Authors | Orhan Agirdag (0000-0002-5508-1501, University of Amsterdam, The Netherlands, corresponding author), Michael S Merry (0000-0002-2428-3901, University of Amsterdam, The Netherlands), Mieke Van Houtte (0000-0002-5425-6138, Ghent University) |
| Year | 2016 |
| Volume | 48 |
| Issue | 6 |
| Pages | 556-582 |
| Publication date | 2016-07-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education and Urban Society (JOURNAL) |
| Journal identifiers | ISSN: 0013-1245 • E-ISSN: 1552-3535 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/0013124514536610 |
| OpenAlex | W2164236889 |
| Language | EN |
| Citations received | 54 |
| References cited | 37 |
The bulk of scholarship on multicultural education continues to focus exclusively on U.S. education. Previous studies published in this field also have focused largely on topics that are considered relevant for the United States, whereas little attention has been paid to topics that are less problematized in the United States. In this mixed-method study, we explore teachers’ understanding of multicultural education in Flanders (Belgium), and we examine whether teacher and school characteristics correlate with the degree to which teachers integrate multicultural content. Survey results with 706 in-service teachers from 68 schools and in-depth interviews with 26 teachers from 5 schools are used. The results point out that teachers focus mainly on religious diversity when they were asked about their understanding of multicultural education. However, their understanding was largely limited to the “contributions approach” and “additive approach” to multicultural education. Multilevel analysis revealed that ethnic minority teachers reported higher levels of multicultural content integration than native-White teachers, and teachers working in schools with higher share of ethnic minorities and public (State) schools incorporated more multicultural education than teachers working in elite-White schools and Catholic schools. Implications for both the literature on multicultural education and educational policymakers are discussed
Cultural diversity · Cultural pluralism · Diversity (politics · Ethnic group · Mathematics education · Multicultural education · Multiculturalism · Pedagogy · Political science · Scholarship · Sociology · Teacher education · Critical Race Theory in Education · Educator Training and Historical Pedagogy · Global Education and Multiculturalism · Psychology
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| Unique citing works | 54 |
|---|---|
| Citations per year | 4,91 |
| Citation span | 2015 - 2026 (12) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 54 |