The Ability to Deal With Difference: Turkish-Dutch Professionals as Go-Betweens in the Education Sector

被引：2

作者：

Waldring, Ismintha ^{[1
]}

Crul, Maurice ^{[2
,3
,4
]}

Ghorashi, Halleh ^{[1
,5
]}

机构：

[1] ERC Adv Project BAM, Amsterdam, Netherlands

[2] Vrije Univ Amsterdam, Sociol, Amsterdam, Netherlands

[3] TIES Project, Amsterdam, Netherlands

[4] ELITES Project, Amsterdam, Netherlands

[5] Vrije Univ Amsterdam, Dept Sociol, Divers & Integrat, Amsterdam, Netherlands

来源：

NAVIGATING PATHWAYS IN MULTICULTURAL NATIONS: IDENTITIES, FUTURE ORIENTATION, SCHOOLING, AND CAREERS | 2018年 / 160卷

关键词：

SOCIAL-MOBILITY; 2ND-GENERATION; ASSIMILATION; PATHWAYS; CHILDREN; GERMANY; FRANCE; WORK;

D O I：

10.1002/cad.20242

中图分类号：

B844 [发展心理学（人类心理学）];

学科分类号：

040202 ;

摘要：

Based on sixteen semi-structured interviews, this article examines how second-generation Turkish-Dutch education professionals experience their professional position in the ethnically homogeneous upper echelons of the Dutch education sector. The analysis shows that second-generation education professionals, being newcomers to higher-level positions in the sector, have to engage with diverse cultural repertoires at work. Instead of being stuck in-between these repertoires, second-generation education professionals actively "go-between" repertoires, employing their ability to deal with difference. In the increasingly super-diverse Dutch classrooms, this "go-between" attitude functions as a second-generation advantage and is conceptually better suited than in-betweenness to describe the position of second-generation professionals. (c) 2018 Wiley Periodicals, Inc.

引用

页码：45 / 58

页数：14