Education for living in pluriethnic societies.

Autor/in	Roosens, Eugen
Titel	Education for living in pluriethnic societies.
Quelle	Aus: Takanishi, Ruby (Hrsg.): Preparing adolescents for the twenty-first century. Challenges facing Europe and the United States. New York, NY: Cambridge Univ. Pr. (1997) S. 151-176Verfügbarkeit
Beigaben	Literaturangaben 24; Tabellen 1
Sprache	englisch
Dokumenttyp	gedruckt; Sammelwerksbeitrag
Schlagwörter	Konflikt; Kulturelle Identität; Kultureinfluss; Belgien; Brüssel; Konflikt; Kulturelle Identität; Mehrsprachigkeit; Modell; Wert; Europäische Integration; Rationalismus; Ethnische Gruppe; Ethnische Identität; Multikulturelle Gesellschaft; Europaschule; Europäische Union; Europaschule; Bikulturalität; Multikulturalität; Multikulturelle Erziehung; Multikulturelle Gesellschaft; Mehrsprachigkeit; Rationalismus; Ethnische Identität; Europäische Integration; Modell; Wert; Ethnische Gruppe; Europäische Union; Ethnische Minderheit; Belgien; Brüssel
Abstract	In the first part of this chapter, the author outlines his interpretation of the phenomena and challenges Belgians face in contemporary multiethnic and multicultural society, using developments in Brussels, the capital (or one of the capitals) of Europe, as a case in point. He draws on field research conducted by the Leuven Department of Anthropology over the last 20 years (Cammaert, 1985; Hermans, 1992; Leman, 1987; Roosens, 1989,1992; Stallaert, 1993). (...) In the second part of the chapter, he discusses two models of education, already operational, that seem able to perform the task he sketched in the first part: the "European School" model and the "bicultural and trilingual education" system of Foyer, a local nonprofit organization. (...) I highlight the similarities in the two projects: what people of various backgrounds under very dissimilar material conditions do spontaneously to cope with a similar problem, that is, the education of children who constitute a numerical ethnic or national minority and have to deal with at least two subsystems of meaning. The author sketches the context of the two systems but gives more attention to the immigrant laborers because their situation is rnore complex. The third part of this chapter contains some tentative recommendations about the expansion of the systems discussed in the second part. (DIPF/orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2000_(CD)