The implementation of multicultural education at secondary schools in the Netherlands
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2025-06-20
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nl
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This study investigates the implementation of multicultural education in urban Dutch secondary schools, focusing on Kandinsky College in Nijmegen and Het KWC in Culemborg. Prompted by personal teaching experiences in diverse classrooms, the research addresses the persistent academic underperformance of students with migration backgrounds, lower socio-economic status and ethnic minorities, despite decades of policy aimed at equity. Drawing on Banks’ five dimensions of multicultural education, content integration, knowledge construction, prejudice reduction, equity pedagogy, and empowering school culture and social structure, this qualitative, comparative case study analyses interviews with seven teachers. Findings reveal widespread integration of multicultural principles, particularly through adapted teaching materials, classroom dialogue, cultural events, and inclusive pedagogical practices. However, challenges such as rigid curricula, limited training, and social resistance remain significant barriers. This study also found that minor differences between the schools are present. For future studies, research into teacher characteristics, student attitudes, and implementation in rural areas is suggested. By exploring practical applications and limitations, this thesis offers insights into creating more equitable and culturally responsive educational environments in the Netherlands.
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Faculteit der Managementwetenschappen