Negotiating political identities: multiethnic schools and youth in Europe

Palaiologou, Nektaria

doi:10.1080/14675986.2011.567084

Cited by 4 publications

(9 citation statements)

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“…Brown (2006) found that children with different mother tongues could not achieve national benchmarks due to not benefiting from the comprehensive program. Hence, school leaders' perspectives on multiculturalism should have a student-centered approach as well as teachers' (Banks, 1999;Brooks et al, 2017;Faas, 2016;Faas et al, 2018;MacNevin, 2012;Seguin & Ambrosio, 2002;Wang, 2018). Market-oriented school management that concentrates only on comparable national and international outcomes assessed by enrollment-based funding and standardized educational means are indicators of the capitalization of education that cause inadequacy of leaders' performance to ensure equality (Blackmore, 2009).…”

Section: Discussionmentioning

confidence: 99%

“…The inclusion dimension refers to social justice leaders' striving for all students to benefit from quality education opportunities in a similar and equal way. S/he investigates how students who relatively have and do not have advantages can benefit from the school's physical and human resources on an equal basis (Devine, 2013;Faas, 2016;Szeto & Cheng, 2018). S/he cares to create heterogeneous classes with this aim (McKenzie et al, 2008).…”

Section: Social Justice Leadershipmentioning

confidence: 99%

“…Social justice leaders focus on the academic excellence of disadvantaged groups and work for their attainment of educational goals, eliminate the achievement gaps between the students from different socioeconomic backgrounds (Branch et al, 2013;Jean-Marie, 2008;Sammons et al, 2011;Scheurich & Skrla, 2003;Wang, 2018). In addition to these dimensions, social justice-oriented principals' one of the most cited praxis in the literature, is developing culturally responsive and inclusive schools (DeMatthews & Mawhinney, 2014;Devine, 2013;Faas, 2016;Johnson & Fuller, 2014).…”

Section: Introductionmentioning

confidence: 99%

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The Impact of Principals’ Distributed Leadership Behaviors on Teachers’ Attitudes Toward Multiculturalism: Social Justice Leadership as Mediator

Sonmez

Gökmenoğlu

2022

Education and Urban Society

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With the increasing cross-country immigration and human mobility, different cultures are reflected more in the schools. The behavioral patterns of educational leaders in multicultural settings and the affecting factors have been subject to many discussions and researches. This study examines the relationship between school principals’ distributed leadership behaviors and teachers’ social justice leadership and attitudes toward multiculturalism. A structural model has been created and tested through the mentioned variables integrative approach. The results partially confirm that teachers’ social justice leadership behaviors mediate the relationships between the principals’ distributed leadership behaviors and their attitudes toward multiculturalism. In a structure where leadership roles are shared at school, teachers can exhibit more social justice leadership behavior; their attitudes toward multiculturalism become more positive. Distributed leadership increases teachers’ support, critical consciousness, and inclusive behavior. Implications for practice, theory, and policy are also discussed in the paper.

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Section: Discussionmentioning

confidence: 99%

Section: Social Justice Leadershipmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The Impact of Principals’ Distributed Leadership Behaviors on Teachers’ Attitudes Toward Multiculturalism: Social Justice Leadership as Mediator

Sonmez

Gökmenoğlu

2022

Education and Urban Society

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“…Although France and Ireland both have centralised education systems, there are also important differences. France is a so-called old migration destination with a historically more monocultural outlook whereas Ireland is a more recent migrant-receiving country with an arguably more multicultural approach (see Faas, 2016). According to Eurobarometer 90, Ireland ranks in the Top three countries where citizens feel European whereas France ranks considerably lower (European Commission, 2018b).…”

Section: Methodsmentioning

confidence: 99%

“…However, it is difficult right now to see countries and people willingly accept to become 'citizens of the world' despite the promotion of global citizenship and a global educational agenda more broadly in education systems in countries like the UK. For instance, many European countries are willing to think of European citizenship including Germany and Greece (see Faas, 2016). Indeed, the 2019 European elections saw a rise in support for nationalist parties (European Parliament, 2019).…”

Section: Introductionmentioning

confidence: 99%

Comparing national identity discourses in history, geography and civic education curricula: The case of France and Ireland

Sautereau

Faas

2022

European Educational Research Journal

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National identities have been challenged by European integration, globalisation, migration and regionalisation. More recently, there has been a resurgence of nationhood and national identity which begs the question how education systems, and curricula in particular, are responding to this. This article explores how national identity is reflected in history, geography and civic education curricula in France and Ireland. More specifically, it examines how national, European and international aspects are intertwined in these state curricula. This question is explored through a case study of curriculum units and subunits as well as discourses of how identity is being promoted in the curriculum. Our analysis highlights that French curricula privilege national topics, especially in history and civic education, whereas Irish curricula veer between national, European and international (global) notions. Our analysis explores the extent to which macro-political discourses around national identity are reflected in the shaping of the subject curricula in two countries. While the article focuses on France and Ireland, the discussions are also of interest to other jurisdictions regarding the civic expectations and role of schools in promoting national (or other) identities.

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Through the eyes of a child: the meaning and negotiation of integration from the perspective of pupils in Vienna

Wolter,

Sauer

2024

RES

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Scholars have pointed out that the dominant discourse on integration in Austria is characterized by an assimilationist view. This is particularly evident in various education policy measures – e.g., German support classes (Deutschförderklassen) – which illustrate that the well-being of migrants is not sufficiently taken into account. Against this backdrop, it is interesting to elaborate to what extent the prevailing discourse shapes young people’s understanding of integration. Applying a child-centered approach, we conducted 87 interviews and 13 focus groups with pupils at six secondary schools in Vienna. Not only did we find many different understandings of integration but also contradictions, ambiguities and ambivalences with regard to the concept of integration. Our findings suggest that it is vital for society to perceive young people as active actors in the integration discourse and to take into account the meaning and negotiation of integration as well as the needs and well-being of migrants from the perspective of pupils in order to sustain the integration process of migrant children.

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Negotiating political identities: multiethnic schools and youth in Europe

Cited by 4 publications

References 0 publications

The Impact of Principals’ Distributed Leadership Behaviors on Teachers’ Attitudes Toward Multiculturalism: Social Justice Leadership as Mediator

The Impact of Principals’ Distributed Leadership Behaviors on Teachers’ Attitudes Toward Multiculturalism: Social Justice Leadership as Mediator

Comparing national identity discourses in history, geography and civic education curricula: The case of France and Ireland

Through the eyes of a child: the meaning and negotiation of integration from the perspective of pupils in Vienna

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