Perspectives of Educators From Nondominant Backgrounds on Teaching for Belonging in Dutch Secondary Schools

• In Event: (In)Between: Educators Navigating In Between Identities and Spaces

Abstract

Despite awareness of the need for better teaching of students from nondominant backgrounds, few studies exist in the Dutch educational sciences that position members of these groups as experts. Using a theoretical framework that included culturally responsive pedagogy, belonging, and the three domains of teaching, we conducted 14 semi-structured interviews with teachers from nondominant ethnic backgrounds who attended Dutch primary and secondary schools to understand how their experiences as students shaped their current teaching practices. Findings suggest that participants’ experiences with (not) belonging in school substantially shape their current teaching and they focus on the domain of relationships. Participants varied in their use of deficit perspectives to describe student behaviors, highlighting an opportunity for addressing asset-based practices in teacher education.

Authors

• Brianna L. Kennedy, University of Glasgow
  Presenting Author

• Zehra Colak, Utrecht University
  Presenting Author