New immigrants. An incentive for intercultural education?

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This study was inspired by an inclusive intercultural perspective on education, and developed empirical knowledge concerning the intercultural professional development of in-service teachers. The study was conducted during the first year of a newly-designed master’s programme that focused on “education for refugees”. In the Netherlands master’s programmes in education qualify in-service teachers to contribute to school development, together with giving them a specialisation in a specific topic. The findings were based on the teachers’ written work, and interviews with the teacher educators. They show that the intercultural professional identity of the teachers was developed by a combination of pedagogical approaches. These include the following: new knowledge from an inclusive intercultural perspective, critical socio-cultural self-examination, real encounters with newly-arrived refugees, and a reflective, intervention-based approach to professional learning and curriculum renewal. The intervention-based approach turned out to be the most important for the teachers’ agency in intercultural school development. The challenges experienced concern mono-cultural practices in mainstream education for refugees, together with the dominance of an instrumentalist approach to teaching and learning.

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About This Study:

Intervention(s): Teacher Professional Development
Intervention Duration: 2 years
Relevant ORR Program: Refugee School Impact Program
Study Type: Suggestive evidence
Full Text Availability: Free
Direction of Evidence: Positive impact
Strength of Evidence: Suggestive
Population(s): Other
Gender(s) of Participants: All
Age(s) of Participants: Adults
Region(s) of Origin of Participants: North America

Relevant Evidence Summaries:

The evidence was reviewed and included in the following summaries: