Peer tutoring in a multiethnic classroom in the Netherlands: A multiperspective analysis of diversity

Comparative Education Review

Volumn 49, Issue 3, 2005, Pages 365-388

  De Haan, Mariëtte ^a   Elbers, E D ^a  

^a NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 24944530331     PISSN: 00104086     EISSN: None     Source Type: Journal    
DOI: 10.1086/430262     Document Type: Review

References (76)

1. Margaret Gallego and Michael Cole, "Classroom Cultures and Cultures in the Classroom," in The Handbook of Research on Teaching, ed. Virginia Richardson, 4th ed. (Washington, DC: American Educational Research Association, 2002), 951-97.
2. "Discursive" here refers to both the positions students have developed as a communicative community and the sociocultural meanings and practices they refer to; see, e.g., Norman Fairclough, Discourse and Social Change (Cambridge: Polity, 1992).
3. Margaret Eisenhart, "Changing Conceptions of Culture and Ethnographic Methodology: Recent Thematic Shifts and Their Implications for Research on Teaching," in The Handbook of Research on Teaching, ed. Virginia Richardson, 4th ed. (New York: Macmillan, 2002), 216.
4. Ibid., 210.
5. Shirley B. Heath, Ways with Words: Language, Life, and Work in Communities and Classrooms (Cambridge: Cambridge University Press, 1983).
6. For other studies in a similar vein, see Susan U. Phillips, The Invisible Culture: Communication in Classroom and Community on the Warm Spring Indian Reservation (New York: Longman, 1983);
7. Courtny B. Cazden.Vera P. John, and Dell Hymes, Functions of Language in the Classroom (New York: Teachers College Press, 1972);
8. Kathryn H. Au and Cathie Jordan, "Teaching Reading to Hawaiian Children: Finding a Culturally Appropriate Solution," in Culture and the Bilingual Classroom: Studies in Classroom Ethnography, ed. Henry T. Trueba, Grace P. Guthrie, and Katryn H. Au (Rowley, MA: Newbury House, 1981), 139-52;
9. Frederick Erickson and Gerald Mohatt, "Cultural Organization of Participation Structures in Two Classrooms of Indian Students," in Doing the Ethnography of Schooling: Educational Anthropology in Action, ed. George D. Spindler (Prospects Heights, IL: Waveland, 1982), 132-75;
10. George Spindler and Louise Spindler, Pathways to Cultural Awareness: Cultural Therapy with Teachers and Students (Thousand Oaks, CA: Corwin, 1994).
11. For overviews, see Courtney B. Cazden, "Classroom Discourse," in Handbook of Research on Teaching, ed. Merlin C. Wittrock (New York: Macmillan, 1986), 432-63;
12. Hugh Mehan, "The Study of Social Interaction in Educational Settings: Accomplishments and Unresolved Issues," Human Development 41 (1998): 245-69;
13. Eisenhart, "Changing Conceptions of Culture";
14. Gallego and Cole, "Classroom Cultures";
15. and Ed Elbers and Mariëtte de Haan, "Dialogic Learning in the Multi-ethnic Classroom: Cultural Resources and Modes of Collaboration," in Dialogical Perspectives on Learning, Teaching and Instruction, ed. Jos van der Linden and Peter Renshaw (Dordrecht: Kluwer Academic, 2004), 17-43.
16. See L. Scott Miller, An American Imperative: Accelerating Minority Educational Advancement (New Haven, CT: Yale University Press, 1995);
17. Evelyn Jacob and Cathie Jordan, eds., Minority Education: Anthropological Perspectives (Norwood, NJ: Ablex, 1993);
18. Lois Yamachi and Roland G. Tharp, "Culturally Compatible Conversations in Native American Classrooms," Linguistics and Education 7 (1995): 349-67.
19. Pierre Bourdieu and Jean-Claude Passeron, Reproduction in Education, Society, and Culture (London: Sage, 1977);
20. Henry A. Giroux, "Theories of Reproduction and Resistance in the New Sociology of Education: A Critical Analysis," Harvard Educational Review 53, no. 3 (1983): 257-93;
21. Paul Willis, Learning to Labor: How Working Class Kids Get Working Class Jobs (New York: Columbia University Press, 1977).
22. Ray McDermott, "Achieving School Failure: An Anthropological Approach to Illiteracy and Social Stratification," in Education and Cultural Process: Toward an Anthropology of Education, ed. George D. Spindler (New York: Holt, Rinehart & Winston, 1974), 82-118;
23. Hervé Varenne and Ray McDermott, Successful Failure: The School America Builds (Boulder, CO: Westview, 1998).
24. Clifford Geertz, The Interpretation of Cultures (London: Fontana, 1973), 144-45.
25. Sherry B. Ortner, The Fate of Culture: Geertz and Beyond (Berkeley: University of California Press, 1999), 4.
26. See Dorothy Holland, Debora Skinner, William Lachiotte Jr., and Carole Cain, Identity and Agency in Cultural Worlds (Cambridge, MA: Harvard University Press, 1998);
27. Hans Vermeulen, "Introduction: The Role of Culture in Explanations of School Mobility,"
28. and Joel Perlmann, "Introduction: The Perspective of Culture versus Structure in Recent Work;
29. The Case of Modes of Incorporation," in Immigrants, Schooling and Social Mobility: Does Culture Make a Difference? ed. Hans Vermeulen and Joal Perlmann (Houndmills: Macmillan, 2000), 1-21, 22-33;
30. Ortner, Fate of Culture, 9.
31. Ortner, Fate of Culture, 9.
32. Ibid., 158.
33. John Ogbu, "Immigrant and Involuntary Minorities in Comparative Perspective," in Minority Status and Schooling: A Comparative Study of Immigrant and Involuntary Minorities, ed. Magaret A. Gibson and John Ogbu (New York: Garland, 1991), 3-33.
34. See also Mariëtte de Haan and Ed Elbers, "Minority Status and Culture: Local Constructions of Diversity in a Classroom in the Netherlands," Journal of Intercultural Education 15, no. 4 (2004): 441-53.
35. Ann Locke Davidson, Making and Molding Identity in Schools: Student Narratives on Race, Gender, and Academic Engagement (Albany: State University of New York Press, 1996).
36. Bradley A. Levinson and Dorothy Holland, "The Cultural Production of the Educated Person: An Introduction," in The Cultural Production of the Educated Person: Critical Ethnographies of Schooling and Local Practice, ed. Bradley A. Levinson, Douglas E. Foley, and Dorothy C. Holland (Albany: State University of New York, 1996), 12.
37. See Levinson and Holland, "Cultural Production," and Eisenhart, "Changing Conceptions of Culture," for an account on ethnography; see Shirley B. Heath, "Linguistics in the Study of Language in Education," Harvard Educational Review 70, no. 1 (2000): 49-59,
38. for an account on literacy studies; see Glynda Hull and Katharine Schultz, "Literacy and Learning out of School: A Review of Theory and Research," Review of Educational Research 71, no. 4 (2001): 575-611,
39. and see Giroux, "Theories of Reproduction and Resistance," for an overview of resistance theories.
40. Levinson and Holland, "Cultural Production," 9. Examples of studies that explicitly apply this cross-context idea can be found in studies reported in Levinson et al., The Cultural Production of the Educated Person;
41. and in Linguistics and Education 8, no. 1, a special issue on education in multilingual settings edited by Marilyn Martin-Jones and Monica Heller that deals with the reproduction of educational ideologies and structural arrangements in local discursive practice. A more explicit theoretical focus on the cross-context idea can be found in,
42. e.g., George E. Marcus, "Ethnography in/of the World System: The Emergence of Multi-site Ethnography," Annual Review of Anthropology 24 (1995): 95-117;
43. Eisenhart, "Changing Conceptions of Culture," 221-22;
44. and Jan Blommaert, James Collins, and Stef Slembrouch, "Spaces of Multilingualism," Language and Communication, forthcoming.
45. Central Bureau voor de Statistiek, Kerncijfers van de allochtonenprognose, 2000-2050 (Heerlen: Central Bureau voor de Statistiek, 2003).
46. P. T. M. Tesser, J. M. Dagevos, and J. Iedema, Rapportage minderheden 2001: Samenvatting Vorderingen op school en Meer werk (Den Haag: SCP, 2001).
47. Paul Tesser, "Kansen voor onderwijsachterstandbeleid," in De multiculturele uitdaging, ed. R. P. Hortulanus and J. E. M. Machielse (Den Haag: Elsevier bedrijfsinformatie, 2002), 63-78.
48. Paul Jungbluth, "School Careers, Social Class and Ethnicity," Nederlands Tijdschrift voor Opvoeding, vorming en onderwijs 15, no. 3 (1999): 182-96.
49. We use the terms "Dutch-Moroccan," "Dutch-Ghanaian," etc., for students with a migrant background, referring to both their background and their socialization in Dutch society, irrespective of nationality. When referring to the students with a migrant background as a group, for practical reasons we use the term "migrant students."
50. Mariëtte de Haan and Ed Elbers, "Samenwerkend leren," Zone 2, no. 2 (2003): 4-6.
51. On the basis of the transcriptions of each session, each of the points mentioned, a and b, were described. Additionally, the question of how diversity issues were present in these descriptions was answered. These descriptions were used to make a summary of the session descriptions that formed the input for the quantitative scoring system mentioned in part 2.
52. See also Hugh C. Foot, Michelle J. Morgan, and Rosalyn H. Shute, "Children's Helping Relationships: An Overview," in Children Helping Children, ed. Hugh C. Foot, Michelle J. Morgan, and Rosalyn H. Shute (Chichester: Wiley, 1990), 3-17.
53. This mode is similar to what has been called the child as performer principle, which involves the teacher structuring the activity so that the student is able to perform and the teacher refrains from performing (e.g., by asking questions such as "What do you think you should do next?"); see Claes Nilholm and Roger Säljö, "Co-actions, Situation Definitions and Sociocultural Experience," Learning and Instruction 6, no. 4 (1996): 325-44.
54. This way of working is more similar to work than to learning; see J. V. Wertsch, N. Minick, and F. J. Arns, "The Creation of Context in Problem Solving," in Everyday Cognition: Its Development in Social Contexts, ed. B. Rogoff and J. Lave (Cambridge: Cambridge University Press, 1984), 151-71. Here, "work" is described as a different activity system than "learning."
55. The scoring for the two modes proved reliable as the interobserver reliability (Cohen's kappa) was 84.
56. The transcripts follow the transcription notation of Gail Jefferson; see her "Preliminary Notes on a Possible Metric Which Provides for a 'Standard Maximum' Silence of Approximately One Second in Conversation," in Conversation: An Interdisciplinary Perspective, ed. Derek Roger and Peter Bull (Clevedon: Multilingual Matters, 1989), 166-96. The original Dutch transcripts of these episodes are available as an attachment in the online version of this article.
57. On the basis of their scores on a national mathematics test, the students were divided into two groups that were equal in number.
58. We interviewed the director of the school and two teachers of the higher grades (6 and 8), who could be considered to represent the school's philosophy on collaboration, given their training and experience in collaborative learning in this school. In the interview, the director and teachers were asked for their vision on collaborative learning and how collaborative learning was applied given the variety in student population. For details, see de Haan and Elbers, "Samenwerkend leren."
59. Hans Freudenthal, Revisiting Mathematics Education (Dordrecht: Kluwer, 1991).
60. Trees Pels, Opvoeding in Marokkaanse gezinnen in Nederland: De creatie van een nieuw bestaan (Assen: Van Gorcum, 1998).
61. For a review, see Trees Pels and Mariëtte de Haan, Continuity and Change in Moroccan Socialization: A Review of the Literature on Socialization in Morocco and among Moroccan Families in the Netherlands (Utrecht: Verwey Jonker Institute and Utrecht University, 1993).
62. See Barbara Rogoff, The Cultural Nature of Human Development (Oxford: Oxford University Press, 2003);
63. Ruth Paradise, "Interactional Style and Nonverbal Meaning: Mazahua Children Learning How to Be Separate-but-Together," Anthropology and Education Quarterly 25 (1994): 156-72;
64. Mariëtte de Haan, Learning as Cultural Practice: How Children Learn in a Mexican Mazahua Community; A Study on Culture and Learning (Amsterdam: Thela Thesis, 1999).
65. Trees Pels, Marokkaanse kleuters en hun culturele kapitaal: Opvoeden en leren in het gezin en op school (Amsterdam: Swets & Zeitlinger, 1991);
66. Susan Schaefer-Davis and David A. Davis, Adolescence in a Moroccan Town: Making Social Sense (New Brunswick, NJ: Rutgers University Press, 1989).
67. Maurice Crul, De sleutel tot succes: Over hulp, keuzes en kansen in de schoolloopbanen van Turkse en Marokkaanse jongeren van de tweede generatie (Amsterdam: Het Spinhuis, 2000).
68. Lotte Eldering, "Ethnic Minority Students in the Netherlands from a Cultural-Ecological Perspective," Anthropology and Education Quarterly 28, no. 3 (1997): 330-50.
69. Pels, Opvoeding in Marokkaanse gezinnen;
70. Iris Andriessen and Karin Phalet, "Acculturation and School Success," Intercultural Education 13 (2002): 1-36.
71. Compare Giroux, "Theories of Reproduction and Resistance."
72. John D'Amato, "The Belly of the Beast: On Cultural Differences, Castelike Status, and the Politics of the School," Anthropology of Education Quarterly 18, no. 4 (1987): 335-56.
73. Elisabeth Cohen, Designing Group Work: Strategies for the Heterogeneous Classroom (New York: Teachers College Press, 1994), 36.
74. Locke Davidson, "Making and Molding Identity," 5.
75. To conceptualize the various historical time scales, several authors have made an analytical distinction between three different historical durées, as in, e.g., Elsie Rockwell, "Recovering History in the Study of Schooling: From the Long Durée to Everyday Co-construction, " Human Development 42, no. 3 (1999): 113-28, where she distinguishes the long durée, the relative continuity, and everyday construction. But see also
76. Dorothy Holland and Jean Lave, eds., History in Peron: Enduring Struggles, Contentious Practice, Intimate Identities (Santa Fe, NM: School of American Research Press, 2001), esp. 9, for an account of how several historical durées are necessary to avoid both an ahistorical and an essentialistic approach of identity.