The ability to deal with difference:Turkish-Dutch professionals as go-betweens in the education sector
Based on sixteen semi-structured interviews, this article examines how second-generation Turkish-Dutch education professionals experience their professional position in the ethnically homogeneous upper echelons of the Dutch education sector. The analysis shows that second-generation education professionals, being newcomers to higher-level positions in the sector, have to engage with diverse cultural repertoires at work. Instead of being stuck in-between these repertoires, second-generation education professionals actively “go-between” repertoires, employing their ability to deal with differenc... Mehr ...
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Dokumenttyp: | Artikel |
Erscheinungsdatum: | 2018 |
Reihe/Periodikum: | Waldring , I , Crul , M & Ghorashi , H 2018 , ' The ability to deal with difference : Turkish-Dutch professionals as go-betweens in the education sector ' , New Directions for Child and Adolescent Development , vol. 2018 , no. 160 , 3 , pp. 45-58 . https://doi.org/10.1002/cad.20242 |
Schlagwörter: | Go-Between / Second generation / professionals / education sector / ethnic school segregation / influence and change / Education / Professional identity / /dk/atira/pure/sustainabledevelopmentgoals/quality_education / name=SDG 4 - Quality Education |
Sprache: | Englisch |
Permalink: | https://search.fid-benelux.de/Record/base-27462697 |
Datenquelle: | BASE; Originalkatalog |
Powered By: | BASE |
Link(s) : | https://research.vu.nl/en/publications/7a592995-b116-4e56-8c5b-3a03c2b6cdc0 |
Based on sixteen semi-structured interviews, this article examines how second-generation Turkish-Dutch education professionals experience their professional position in the ethnically homogeneous upper echelons of the Dutch education sector. The analysis shows that second-generation education professionals, being newcomers to higher-level positions in the sector, have to engage with diverse cultural repertoires at work. Instead of being stuck in-between these repertoires, second-generation education professionals actively “go-between” repertoires, employing their ability to deal with difference. In the increasingly super-diverse Dutch classrooms, this “go-between” attitude functions as a second-generation advantage and is conceptually better suited than in-betweenness to describe the position of second-generation professionals.