Assaults on belonging: how Dutch youth without ‘blue eyes, cheese, and clogs’ experience everyday racism in educational contexts
Minoritized students’ ethnic backgrounds and racial appearances influence their academic opportunities and belonging experiences, and limit their access to safe and equal learning environments. In the Netherlands, limited research has focused on minoritized students’ experiences. In this study, we drew upon a theoretical framework focused on Othering and belonging as well as macro-/micro- connections related to racism to investigate the contemporary educational experiences of students from nondominant backgrounds. Participants experienced everyday racism and Othering in the: continuous centeri... Mehr ...
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Dokumenttyp: | Artikel |
Erscheinungsdatum: | 2023 |
Schlagwörter: | everyday racism / inclusive education / marginalization / Microaggressions / othering and belonging / racism in Europe / Demography / Cultural Studies / Education |
Sprache: | Englisch |
Permalink: | https://search.fid-benelux.de/Record/base-28630887 |
Datenquelle: | BASE; Originalkatalog |
Powered By: | BASE |
Link(s) : | https://dspace.library.uu.nl/handle/1874/433315 |
Minoritized students’ ethnic backgrounds and racial appearances influence their academic opportunities and belonging experiences, and limit their access to safe and equal learning environments. In the Netherlands, limited research has focused on minoritized students’ experiences. In this study, we drew upon a theoretical framework focused on Othering and belonging as well as macro-/micro- connections related to racism to investigate the contemporary educational experiences of students from nondominant backgrounds. Participants experienced everyday racism and Othering in the: continuous centering of Whiteness and marginalization of the non-White Other; persistent obstacles perpetuated by educators that prevented parental participation; and consistent underestimation of students’ abilities by teachers and peers. As a step toward more just schooling, participants suggest that educators become more aware of minoritized students’ backgrounds and create spaces of belonging.