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Cited by 31Immigration and Intercultural EducationEducation and experiences of immigrants and refugeesGlobal Education and Multiculturalism

New immigrants. An incentive for intercultural education

Open access
Leeman, Yvonne, van Koeven, Erna·2019·Education Inquiry
DOI 10.1080/20004508.2018.1541675
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Abstract

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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  • A similar result was found in the study by Leeman and Van Koeven (2019) with teachers working in schools with high percentages of refugee children: school policies focused on acquiring the Dutch language as fast as possible contrasted the newly acquired knowledge and skills within the PD intervention, and teachers expressed a lack of teacher agency.

    “A similar result was found in the study by Leeman and Van Koeven (2019) with teachers working in schools with high percentages of refugee children.School policies focused on acquiring the Dutch language as fast as possible, which contrasted the newly acquired knowledge and skills within the PD intervention.Teachers expressed a lack of teacher agency, which limited them in changing their practices.”

    From Increasing teachers’ intercultural competences in teacher preparation programs and through professional development: A review (2021) · cites this paper as Leeman and Van Koeven (2019)

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  • In the in-service literature there were more examples of team-based reflection.

    “In the in-service literature there were more examples of team-based reflection (e.g., Affolter, 2017; Leeman & Van Koeven, 2019; Moore, 2016)”

    From Increasing teachers’ intercultural competences in teacher preparation programs and through professional development: A review (2021) · cites this paper as Leeman & Van Koeven, 2019

  • Coaching as a PD strategy was either used in rather lengthy trajectories of at least six months or in short but intensive full-time immersion experiences.

    “coaching as a PD strategy was either used in rather lengthy trajectories of at least six months (e.g., Bradshaw et al., 2018;Daniel & Pray, 2017;Leeman & Van Koeven, 2019) or in short but intensive full-time immersion experiences (i.e., He et al., 2017;Pence & Macgillivray, 2008).”

    From Increasing teachers’ intercultural competences in teacher preparation programs and through professional development: A review (2021) · cites this paper as Leeman & Van Koeven, 2019

    The Introduction describes professional development during the first year of a master’s programme, and the Pedagogical approaches section describes classroom reflection and intervention research. Neither identifies coaching as the strategy used or gives a coaching trajectory lasting at least six months (searched for coaching, mentoring, and programme duration). (LLM, conf=0.73)

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Research works printed but not linked: 6

  1. Boler, M., & Zembylas, M. (2003). Discomforting truths: The emotional terrain of understanding differences. In P. Trifonas (Ed.), Pedagogies of difference: Rethinking education for social justice (pp. 110-136). New York: Routledge.
  2. Forghani, N., & Phelan, A. M. (2012). Teaching in heterogeneous classrooms: The play of reason and unreason. In B. T. Schröttner & A. Pilch-Ortega (Eds.), Transcultural spaces and regional localization: Social networks, border regions and local-global relations (pp. 191-2014). Münster:
  3. Gibbons, P. (2015). Scaffolding language. scaffolding learning (2nd ed.). Portsmouth: Heinemann.
  4. Reid, C., & Major, J. (eds). (2017). Global teaching. Southern perspectives on teachers working with diversity. New York: Palmgrave Macmillan by Springer.
  5. Velon. (2016, 2017, 2018). Kennisbasis Lerarenopleiders [Knowledge base for teacher educators]. Retrieved from http://www.velon.nl
  6. Veugelers, W., & Leeman, Y. (2018). Pedagogical possibilities in culturally diverse educational conexts: Theory and practice of inclusive education in the Netherlands. In L. Claiborne & V. Balakrishnan (Eds.), Difference, ethics and inclusive education: Changing global policy and practice. Boston: BrillSense Publishers.

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Authors
Leeman, Y., & van Koeven, E.
Affiliations
  • University of Humanistic Studies (NL)
  • The Department of Education, Windesheim University, Zwolle, The Netherlands
Corresponding author
Leeman, Yvonne
ORCID
Leeman, Yvonne
Venue
Education Inquiry
Publisher
Informa UK Limited
Published
2018-11-30
Volume
10
Issue
3
Pages
189-207
ISSN
2000-4508 (ISSN-L)
DOI
10.1080/20004508.2018.1541675
OpenAlex
W2903252402
Cited by
31
References
45
Citations by year
2026: 2 · 2025: 2 · 2024: 4 · 2023: 7 · 2022: 1 · 2021: 8 · 2020: 6 · 2019: 1
FWCI
28.58
Type
journal article
Language
en
Open access
Licence
Locations
  • Education Inquiry (publishedVersion, cc-by-nc)
  • University of Humanistic Studies OAI Repository (publishedVersion, cc-by-nc)
  • DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
  • Data Archiving and Networked Services (DANS) (submittedVersion)
Topics
  • Social Sciences › Cultural Studies › Immigration and Intercultural Education
  • Social Sciences › Education › Education and experiences of immigrants and refugees
  • Social Sciences › Education › Global Education and Multiculturalism
Keywords
intercultural education, in-service teacher professional development, refugee education, inclusive education, teacher educators, curriculum redesign, teacher agency, school development, newly arrived refugees

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