Title
No more Turkish music! The acculturation strategies of teachers and ethnic minority students in Flemish schools No more Turkish music! The acculturation strategies of teachers and ethnic minority students in Flemish schools
Author
Faculty/Department
Faculty of Social Sciences. Sociology
Publication type
article
Publication
Abingdon ,
Subject
Sociology
Educational sciences
Source (journal)
Journal of ethnic and migration studies. - Abingdon
Volume/pages
(2015) , p. 1-19
ISSN
1369-183X
Carrier
E
Target language
English (eng)
Full text (Publishers DOI)
Abstract
While considerable research has focused on the process and factors affecting acculturation, there is little research that investigates how members of minority and majority groups define acculturation in educational settings. Ethnographic research and qualitative interviews in three secondary schools in Flanders (Belgium) show that teachers and ethnic minority students have different ideas and expectancies regarding the concept integration, which appears to affect studentteacher relationship. Berry et al.s [1989. Acculturation Attitudes in Plural Societies. Applied Psychology: An International Review 3 (2): 185-206. doi:10.1111/j.1464-0597.1989.tb01208.x.] acculturation orientations are used as a theoretical template to analyse teachers and ethnic minority students discourses about acculturation. Analyses reveal that students of immigrant descent perceive acculturation mainly in terms of the establishment of intergroup contact. In contrast, teachers find it harder to disconnect cultural maintenance from contact and participation. By suggesting some form of cultural adoption, teachers hope to socialise their ethnic minority students into the culture of the dominant ethnic group and prepare them for their future. These distinct interpretations of integration in everyday life (which actually refers to acculturation) often leads to misunderstandings between ethnic minority students and their teachers, even to conflict, as many students feel that their cultural background is disparaged and not fully valued in school.
E-info
https://repository.uantwerpen.be/docman/iruaauth/68e0ec/133491.pdf