Abstract Summary
Based on newly collected qualitative data in secondary schools in The Netherlands, this study aims at gaining more insight in dynamics of social cohesion an social identity in an early tracked education system. Particular attention will be given to the role of home languages and language use in classroom practices.
Abstract :
This study is part of the research-project ‘Social cohesion in socio-economically and ethnically diverse classrooms’, conducted within the framework of the Dutch National Research Agenda (NWA), more specifically the route on Youth and its strand within the so-called starting grant related to social cohesion in a multicultural society and in education: ‘What pedagogical and educational interventions offer an effective means of promoting social cohesion, so that diversity is a positive rather than an obstructive factor in communities, schools and cities?’ (Gunning, 2016).
The Dutch education system can be considered an early tracked system, leading to social segregation in secondary schools (Bol & Werfhorst, 2013). Segregation is based on social-economic class in interaction with migration background (Inspectorate of Education, 2018). A number of multicultural schools offering different tracks within their schools do exist within the Dutch education landscape. These schools can offer a unique insight into social cohesion processes (Veerman, Denessen & Thijs, in preparation). The literature teaches us that language is an essential marker of social identity (Blommaert & Verschueren, 1998) on the one hand and that the recognition given to the home languages of students affects their beliefs, self-esteem, classroom involvement and motivation for learning (Bourdieu, 1990; Portes & Rumbaut, 2001; Pulinx, 2017) on the other hand.
Firstly, we will present the results of newly collected qualitative data in secondary schools in urban regions in The Netherlands. Secondly, we will indicate a number of facilitating and hindering factors based on interviews with students and teachers and observations of social interaction during classroom activities and lunch breaks. Particular attention will be given to the role of home languages and language use in classroom practices. Finally, the implications at school level for stimulating the development of positive social identities and engaging in bridging social relations will be discussed.
