Challenging Diversity in Education and School Life
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ROBERT SCHUMAN CENTRE FOR ADVANCED STUDIES The Netherlands: Challenging Diversity in Education and School Life Inge Versteegt Marcel Maussen Amsterdam Institute for Social Science Research University of Amsterdam 2011/11 3. National Case Studies – School Life Final Country Reports EUROPEAN UNIVERSITY INSTITUTE, FLORENCE ROBERT SCHUMAN CENTRE FOR ADVANCED STUDIES The Netherlands: Challenging Diversity in Education and School Life INGE VERSTEEGT MARCEL MAUSSEN WP3: National Case Studies of Challenges to Tolerance in School Life D3.1 Final Country Reports on Concepts and Practices of Tolerance Addressing Cultural Diversity in Schools © 2011 Inge Versteegt and Marcel Maussen This text may be downloaded only for personal research purposes. Additional reproduction for other purposes, whether in hard copies or electronically, requires the consent of the author(s), editor(s). If cited or quoted, reference should be made to the full name of the author(s), editor(s), the title, the research project, the year and the publisher. Published by the European University Institute Robert Schuman Centre for Advanced Studies Via dei Roccettini 9 50014 San Domenico di Fiesole - Italy ACCEPT PLURALISM Research Project, Tolerance, Pluralism and Social Cohesion: Responding to the Challenges of the 21st Century in Europe European Commission, DG Research Seventh Framework Programme Social Sciences and Humanities grant agreement no. 243837 www.accept-pluralism.eu www.eui.eu/RSCAS/ Available from the EUI institutional repository CADMUS cadmus.eui.eu The Netherlands – Challenging Diversity in Education and School Life Tolerance, Pluralism and Social Cohesion: Responding to the Challenges of the 21st Century in Europe (ACCEPT PLURALISM) ACCEPT PLURALISM is a Research Project, funded by the European Commission under the Seventh Framework Program. The project investigates whether European societies have become more or less tolerant during the past 20 years. In particular, the project aims to clarify: (a) how is tolerance defined conceptually, (b) how it is codified in norms, institutional arrangements, public policies and social practices, (c) how tolerance can be measured (whose tolerance, who is tolerated, and what if degrees of tolerance vary with reference to different minority groups). The ACCEPT PLURALISM consortium conducts original empirical research on key issues in school life and in politics that thematise different understandings and practices of tolerance. Bringing together empirical and theoretical findings, ACCEPT PLURALISM generates a State of the Art Report on Tolerance and Cultural Diversity in Europe, a Handbook on Ideas of Tolerance and Cultural Diversity in Europe, a Tolerance Indicators’ Toolkit where qualitative and quantitative indicators may be used to score each country’s performance on tolerating cultural diversity, and several academic publications (books, journal articles) on Tolerance, Pluralism and Cultural Diversity in Europe. The ACCEPT PLULARISM consortium is formed by 18 partner institutions covering 15 EU countries. The project is hosted by the Robert Schuman Centre for Advanced Studies and co-ordinated by Prof. Anna Triandafyllidou. The EUI, the RSCAS and the European Commission are not responsible for the opinion expressed by the author(s). The Amsterdam Institute for Social Science Research (AISSR) unites all social science research of the UvA. Its programme group Challenges to Democratic Representation (Political Sciences) investigates the consequences of these developments for democratic governance. The empirical research focuses particularly on political parties, civil society (most notably, social movements and pressure and interest groups), mass media, citizens and their interests, opinions, feelings and preferences and political ideas. Dr. Marcel Maussen is Assistant Professor at the Department of Political Science and affiliated with the Amsterdam Institute for Social Science Research (AISSR) at the University of Amsterdam. His research interests include the governance of ethnic and religious diversity, political theory and the accommodation of Islam in Western Europe. Dr. Inge Versteegt is researcher at the Department of Political Science at the University of Amsterdam. As an intercultural psychologist, she has previously worked at the Utrecht University. She conducted research on teacher's perceptions of diversity in the classroom and women in orthodox- religious (Muslim and Reformed) communities. Special thanks to prof.dr. Veit Bader for his comments on earlier versions of this report and to Kirsten van Kaathoven for the transcription of the interviews. Contact details Dr. Marcel Maussen OZ Achterburgwal 237 1012 DL Amsterdam the Netherlands E-mail: [email protected] [email protected] For more information on the Socio Economic Sciences and Humanities Programme in FP7 see: http://ec.europa.eu/research/social-sciences/index_en.htm http://cordis.europa.eu/fp7/cooperation/socio-economic_en.html Table of Contents Executive Summary............................................................................................................... 08 Introduction............................................................................................................................ 12 Education in the Netherlands..................................................................................................12 Religious, cultural and ethnic diversity in the Dutch education system ………………….....13 Present day public and political debates in the Netherlands………………………………..16 1. 1. Methods and Data……………….......................................................................................18 1.1 Research problem and questions for the two case studies……………………………….18 1.2 Respondent selection and approach……………………………………………………...18 1.3 Transcription and analysis ................................................................................................ 18 2. Case Study 1: Christian-Orthodox and Islamic schools......................................................20 2.1 Introduction ………………………………………………………………………………20 2.2 Reformed and Islamic schools in the Netherlands………………………………………..20 2.3 Public debate on the freedom of education and religious schools…………………...........21 2.4 Views of principals of Reformed and Islamic schools: 2.4.1 Stereotypes, prejudices and freedom of education…………...…………………25 2.4.2 Associational freedoms: practices and justifications…………………………...29 2.6 Conclusions of Case Study 1……………………………………………………………...32 3. 3. Case Study 2: Citizenship Education and tolerance ……………………………………34 3.1 Introduction………………………………………………………………………………..34 3.1.1 Paradox of Dutch citizenship education………………………………………...34 3.1.2 General account of the introduction of CE……………………………………..34 3.1.3 Case study: Overcoming racism through CE. The success of ‘Respect2All’…..35 3.2 Citizenship education in the Netherlands…………………………………………………35 3.2.1 Ideas and approaches to citizenship education in the Netherlands……………..35 3.2.2 Policy makers and the intended curriculum…………………………………….37 3.2.3 Schools, teachers and practice of the curriculum……………………………… 37 3.2.4 Possibilities for (in)tolerance in Citizenship Education………………………...39 3.3 Respect2All: the success of an anti-racist program……………………………………….39 3.3.1 Introduction……………………………………………………………………..39 3.3.2 The ICA peertraining program………………………………………………….40 3.3.3 Respect2All and teacher's experiences…………………………………………41 3.4 Conclusions of Case Study 2……………………………………………………………...44 Concluding Remarks…………………………………………………………………………………46 References …………………………………………………………………………………………….50 Appendix: Case Study 1 Questionnaire Case Study 2 Questionnaire List of participants Executive summary Introduction Education in the Netherlands has been an important site of debate about the accommodation of religious minorities, cultural diversity and tolerance. Two key principles characterize the Dutch education system. First, there is the freedom of education, including the rights of groups of individuals to create and operate primary and secondary schools, within certain limits, and the freedom of parents to choose a school for their children. Second, there is “statutory equality” of governmental or public (openbaar) and non-governmental or denominational (bijzondere) schools and both are funded by the government according to identical and equivalent criteria. Of all primary schools about 68% is non- governmental and of all secondary schools this percentage is 70%. In 2009 8.1 % of all pupils in primary education were “non-Western-allochtonous”, meaning that they are born abroad or that at least one of their parents is born abroad. In 2009 14.8 % of all pupils in secondary education were non-Western allochtonous. Furthermore, vocational schools and schools in some urban neighborhoods may have much higher percentages. In the Dutch public debate with respect to education and tolerance for (religious) diversity, there is the idea that the school should fulfill a major role in socialization of “new citizens”. One line of argument is that religious schools, and especially orthodox Christian and Islamic schools, will have a poor record in “teaching tolerance”. Another line of argument makes a plea for more involvement of the government in developing, promoting and implementing the teaching of “good citizenship”. The two case studies clarify the different positions in this debate and investigate their implications for the boundaries of tolerance. In this report, the findings of two Dutch case studies about tolerance