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Teachers' understanding of multicultural education and the correlates of multicultural content integration in Belgium

Tijdschriftbijdrage - Tijdschriftartikel

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 teachersU+2019 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 U+201Ccontributions approachU+201D and U+201Cadditive approachU+201D 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.
Tijdschrift: Education and Urban Society
ISSN: 0013-1245
Issue: 6
Volume: 48
Pagina's: 556 - 582
Jaar van publicatie:2016
BOF-keylabel:ja
IOF-keylabel:ja
CSS-citation score:3
Auteurs:International
Authors from:Higher Education
Toegankelijkheid:Closed