Blansefloer Coudenys, Graziela Dekeyser, Orhan Agirdag, Noel Clycq
{"title":"在高度不平等的教育体系中,社区学校的无形支持:探索少数民族学生和教师的经历","authors":"Blansefloer Coudenys, Graziela Dekeyser, Orhan Agirdag, Noel Clycq","doi":"10.1002/berj.4015","DOIUrl":null,"url":null,"abstract":"<p>This study contributes to the research on ethnic educational inequality, by deepening the current understanding of education initiatives organised by the ethnic-cultural minoritised communities most affected by these inequalities. A univariate analysis was performed on data from an original survey conducted in Flanders, in which 816 teachers and 3037 pupils from 60 primary schools were asked about, among other things, their experience with and their perceptions of these educational initiatives. The results of this analysis show that these community-based education initiatives are widely attended by ethnic minority youth, but also that teachers in mainstream schools are rarely informed or even aware of the existence of these initiatives, or the important role they play in their pupils' lives. The broader social and scientific implications are discussed in this paper, as little to no similar larger-scale research exists that maps the relationship between these community-based education initiatives and mainstream educational institutions.</p>","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":3.0000,"publicationDate":"2024-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"The invisible support of community schools in a highly unequal education system: Exploring the experiences of minority pupils and teachers\",\"authors\":\"Blansefloer Coudenys, Graziela Dekeyser, Orhan Agirdag, Noel Clycq\",\"doi\":\"10.1002/berj.4015\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p>This study contributes to the research on ethnic educational inequality, by deepening the current understanding of education initiatives organised by the ethnic-cultural minoritised communities most affected by these inequalities. A univariate analysis was performed on data from an original survey conducted in Flanders, in which 816 teachers and 3037 pupils from 60 primary schools were asked about, among other things, their experience with and their perceptions of these educational initiatives. The results of this analysis show that these community-based education initiatives are widely attended by ethnic minority youth, but also that teachers in mainstream schools are rarely informed or even aware of the existence of these initiatives, or the important role they play in their pupils' lives. The broader social and scientific implications are discussed in this paper, as little to no similar larger-scale research exists that maps the relationship between these community-based education initiatives and mainstream educational institutions.</p>\",\"PeriodicalId\":51410,\"journal\":{\"name\":\"British Educational Research Journal\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":3.0000,\"publicationDate\":\"2024-04-11\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"British Educational Research Journal\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://onlinelibrary.wiley.com/doi/10.1002/berj.4015\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"British Educational Research Journal","FirstCategoryId":"95","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1002/berj.4015","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
The invisible support of community schools in a highly unequal education system: Exploring the experiences of minority pupils and teachers
This study contributes to the research on ethnic educational inequality, by deepening the current understanding of education initiatives organised by the ethnic-cultural minoritised communities most affected by these inequalities. A univariate analysis was performed on data from an original survey conducted in Flanders, in which 816 teachers and 3037 pupils from 60 primary schools were asked about, among other things, their experience with and their perceptions of these educational initiatives. The results of this analysis show that these community-based education initiatives are widely attended by ethnic minority youth, but also that teachers in mainstream schools are rarely informed or even aware of the existence of these initiatives, or the important role they play in their pupils' lives. The broader social and scientific implications are discussed in this paper, as little to no similar larger-scale research exists that maps the relationship between these community-based education initiatives and mainstream educational institutions.
期刊介绍:
The British Educational Research Journal is an international peer reviewed medium for the publication of articles of interest to researchers in education and has rapidly become a major focal point for the publication of educational research from throughout the world. For further information on the association please visit the British Educational Research Association web site. The journal is interdisciplinary in approach, and includes reports of case studies, experiments and surveys, discussions of conceptual and methodological issues and of underlying assumptions in educational research, accounts of research in progress, and book reviews.