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boek Schoolsegregation 

 5-8 January International Congress for School Effectiveness and Improvement (ICSEI), Malmö, Sweden

During this Congess there will be a workshop around The Knowledge Centre for Mixed Schools in Holland and the book International Perspectives on countering School segregation.

Download Paper International Perspectives on Countering Schoolsegregation



Book International perspectives on countering school segregation 

Aim of this book:
School segregation is perceived as an unyielding problem worldwide, which is manifest along both ethnic and socio-economic lines. With this edited volume we aim to share information about school segregation and policies focused on countering school segregation from an international perspective. Many countries develop policies to prevent and counter school segregation in order to provide equal opportunities for all children and to contribute to citizenship in multicultural societies. The aim of the book is to present the state of the art regarding research on socio-ethnic school segregation across the us and a number of European countries, and to share ´good practices´.

This book is the initiative of the Dutch National Knowledge Centre for Mixed Schools which aims at promoting the dissemination of knowledge and good practices regarding desegregation and integration in education. Together with researchers from Radboud University Nijmegen, The Netherlands, the Centre invited international experts to present research information about the effects of national programmes or policies and local initiatives that have been implemented in various countries. The authors analyze interventions in their national contexts and identify factors facilitating success. The book offers an overview of almost 20 countries and regions and an excellent state of the art in this emerging field of research.

Content:
R. Harris: England – S. Miley & B. Naughton: Ireland – L. Moscardini & A. Grieve: Scotland – R. Kahlenberg: USA – H. Reinders: Germany – F. Gobbo: Italy – C. Rasmussen, S. Andersen, M. Jeppesen & P. Johansen: Denmark – N. Bunar: Sweden – M. Medvesek & R. Bester: Slovenia – M. Golubeva: Estonia, Latvia, Slovakia, Romania – D. Peters & G. Walraven: The Netherlands – C. Schiff, G. Felouzis & C. Perroton: France – S. Sierens: Belgium / Flanders – N. Friant, A. Derobertmasure & M. Demeuse: Belgium / Wallonia – M. Merry: Discussion.

This book is an initiative of the Dutch National Knowledge Centre for Mixed Schools. The editors and contributors are experts in the field of educational research and policies related to school segregation, educational inequality, and social integration.





Announcement of a seminar on‘International perspectives on countering school segregation’  

For those who cannot attend the Conference: both plenary sessions of the conference “International perspectives on countering school segregation” will be live on the internet.

Live schedule (keep a delay of 10-50s in mind):

morning (10.00-11.00 AM)
International perspectives on countering school segregation 
Live Weblecture is scheduled for this seminar on December 10th 10.00 AM (GMT+1:00)

afternoon (3.00-4.30 PM)
Discussion on International perspectives on countering school segregation 
Live Interactive Weblecture is scheduled for this seminar on December 10th 3.00 PM (GMT+1:00)

During the discussion session (3.00 - 4.30 PM) viewers can email their questions and comments. That might give you an opportunity to join in.  

 Kinderen lachen

When:              Friday December 10, 2010
Where:            Amsterdam, the Netherlands 

Aims of the seminar:   

  • Exchange of research results regarding interventions to combat segregation in primary education
  • Discuss ‘what works, where, for whom and why?’   
  • Discuss the possibilities of an international network of researchers on educational segregation.

 Book 

  • At the seminar an international comparative book will be presented: How to combat primary school segregation in a multicultural world?  (see the news about the book on this website)
  • Some of the authors will be present; others might be involved via a type of video conferencing
  • All participants in the seminar get a copy of the book.

Target groups: 

  • Researchers in this field op expertise
  • Professionals from policy and practice.

 Convenors:   

  • Dutch National Knowledge Centre for Mixed Schools
  • Dutch Professional Organisation for Educational Researchers

 Preliminary programme (09.30 AM – 04.00 PM)  

  • Key note introduction to the themes by one of the editors 
  • Presentation of some (national) cases and themes
  • Discussion focused on major questions, such as:
    • Why is educational segregation sometimes framed as a problem (in different national contexts)?
    • What interventions are promising or effective in assigning students to schools?
    • What role is there to play for schools in combating segregation and stimulating encounters within schools and classrooms?
  • International interactive round (including chats and/or video conferencing?)
    • Similarities and differences: national context and successful interventions
  • Conclusions, best practices, theoretical approaches, suggestions for further research
  • Plans for follow up activities of the network?
  • Open space
    • Follow up in-depth talks, e.g. with policymakers from Amsterdam, with parents (from a citizen intitiative)
    • Problem-oriented peer consultation (e.g. if busing is no solution in Copenhagen, what else might be?)
    • Site visit, e.g. to a school and/or local policymakers and civil servants
  • Closing reception

Application
Please note that the attendance is free of charge for foreign guests (100 euro for Dutch participants). The applications are submitted at info@gemengdescholen.nl, preferably before December 2, 2010.   

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  ARGUMENT MAP MIXING EDUCATION

 What are the various important arguments for and against mixing students in primary education?

This Argument Map gives an overview of the arguments for and against mixing students in primary education. The arguments are arranged per stakeholder: students, parents, schools (and school boards) and government.

For the purposes of this map, mixing is defined as the (voluntary) mixing of students from different cultural, ethnic and socio-economic backgrounds. A premise that is often chosen is that the mix of students in a given school should be a reflection of the school’s neighbourhood.

download for argumentmap mixing education

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National Knowledge Centre for Mixed Schools and Radboud University of Nijmegen proudly present:  an international comparative book 

Title: How to combat primary school segregation in a multicultural world? 
Editors: Guido Walraven, Dorothee Peters, Eddie Denessen, Joep Bakker
To be published: December 2010

School segregation is an unyielding problem worldwide. It is manifest along both ethnic and socio-economic lines. Many countries aim to develop policies to prevent and counter school segregation in order to provide equal opportunities for all children and to contribute to citizenship in multicultural societies. In the Netherlands, for example, the national government has been facilitating local pilots to answer questions about ‘what works, for whom, and why?’. Other countries are now also experimenting with several policy initiatives in order to create effective measures to counteract school segregation and to stimulate intercultural dialogue and student integration. To contribute to the success of these policy initiatives, local governments, schools and school boards, as well as parents need to collaborate.

The Dutch National Knowledge Centre for Mixed Schools aims at promoting the dissemination of knowledge and good practices regarding desegregation and integration in education. Together with the Radboud University of Nijmegen, The Netherlands, the Centre invited international experts to present research information about the effects of national programmes or policies and local initiatives that have been implemented in various countries. The authors analyze interventions in the national context and identify factors facilitating success. The book offers an overview of [17] countries and an excellent state of the art in this emerging field of research.  

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 New Book Being Dutch more ore less - Lammert de Jong 

omslag boek Being Dutch

The Dutch are losing grip on who they are. Once upon a time they were proud carriers of a dual attitude of live and let live and saving the world. Those days the Dutch felt good about themselves. Nowadays the Dutch realize that their realm is rather limited. Their sense of being a guide to the world fails a reality check.

A foretaste of Being Dutch, more or less, chapter 5, can be found on this website. In this chapter all kind of questions around 'black and white schools' come up for discussion.

Being Dutch, more or less
In a comparative perspective of USA and Caribbean Practices
ISBN 9789036102100 Rozenberg Publishers
Euro 19,90
available:15 november 2010

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 Lessons working paper- Helen Ladd, Ted Fiske

This paper is part of a larger project undertaken while we were visiting researchers at the University of Amsterdam from January to June, 2009. We thank Duke University for providing sabbatical support to Helen Ladd and the economics department at the University of Amsterdam for hosting our visit. We are grateful to Kristen Manderscheid from Duke University who helped with background research; to Nienke Ruijs from the University of Amsterdam who provided superb research assistance in the Netherlands in the form of data analysis and translations of crucial documents; to Sjoerd Karsten for his wisdom and contacts within the school community; to Liesbeth van Welie for opening many doors within the policy community; to many researchers including, but not limited to, Paul Jongbluth and Geert Driessen, for sharing their insights with us; and to the many school principals,officials in the policy community, and Dutch education researchers who gave generously of their time and wisdom for this project.
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Weighted student funding- Helen Ladd, Ted Fiske
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Dutch segregation
This report is based on research completed while we were visiting researchers at theUniversity of Amsterdam from January to June, 2009. We thank Duke University for providing sabbatical support to Helen Ladd and the economics department at the University of Amsterdam for hosting our visit. We are grateful to Kristen Manderscheid from Duke University who helped with background research; to Nienke Ruijs from the University of Amsterdam who provided superb research assistance in the Netherlands in the form of data analysis and translations of crucial documents; to Sjoerd Karsten for his wisdom and contacts within the school community; to Liesbeth van Welie for opening many doors within the policy community; to the many school principals and officials in the policy community; and to the numerous Dutch education researchers including, but not limited to, Paul Jongbluth and Geert Driessen, who gave generously of their time and wisdom for this project.

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National Knowledge Centre for 'Mixed Schools

School segregation is an unyielding problem in The Netherlands and around the world. Segregation along both ethnic and socio-economic lines tends to overlap as a result of the influx of mostly unskilled labor from Mediterranean countries through the last few decades. Only recently has socio-ethnic school segregation become an issue on the Dutch policy agenda.

Education offers the best opportunity for children with different social and cultural backgrounds to learn how they can live and work together. For this reason the population of students in primary schools should reflect the inhabitants in the area of the school. That is a mild criterion for segregation, but one that allows for identifying schools with a fair chance of combating segregation effectively: in a ‘mixed’ neighborhood each school would be mixed in terms of socio-ethnic backgrounds.

White schools in white neighborhoods and minority schools in minority neighborhoods can build partnerships to give students the opportunity to meet one another and to learn and play together. Secondary schools should also take appropriate action to usher in a mixed population.

Municipalities, parents, schools and their boards need to cooperate to realize mixed schools. Moreover, none of these participants can create integrated schools without the support of the other. That is why municipalities and school boards have to discuss integration and segregation within the (legal) framework of the local educational agenda. Furthermore, these institutions need to involve parents and individual schools in order to effectively implement their policies.

Over the last 8 to 10 years schools and their partners have steadily gained more experience in the prevention of school segregation as well as the promotion of integration. An important step in this process was the start of a pilot program in twelve cities aimed at experimenting with policy instruments to promote mixed schools and to identify factors for success. The Knowledge Centre supports the local pilots with advice and hands-on involvement from experts.


To prevent others from having to reinventing the wheel the National Knowledge Centre for Mixed Schools was founded in 2007. The two main functions of the Knowledge Centre are dissemination of knowledge and pushing for action.

  • Dissemination of knowledge means that the Knowledge Centre passes on available knowledge and generates new knowledge (e.g., through research and debate.). This means it is a centre of expertise that acts as a clearing house.
  • Pushing for action means that the Knowledge Centre alerts municipalities, parent groups, schools and school boards to the importance of the subject and the urgency to take action.


The aim of the Knowledge Centre is to circulate knowledge on school segregation between the areas of research, policy and practice. To reach that goal the National Knowledge Centre for Mixed Schools:

  • Organizes national, regional en local meetings for municipalities, parents, schools and their boards
  • Writes and releases manuals on how to create mixed schools
  • Publishes a newsletter
  • Manages the website: www.gemengdescholen.nl, where an overview of news and background information can be found.

The National Knowledge Centre for Mixed Schools is supported by the Dutch Ministry of Education, Culture and Science. The Centre has a clearing house function: creating and maintaining a database of extensive information regarding school segregation. The Centre also aims to activate and empower participants to combat segregation and promote integration in schools. For more information visit www.gemengdescholen.nl.