Ides Nicaise Presentation


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Ides Nicaise Presentation

  1. 1. Family, school, teachers.and community: investing together in social capital. The case of Lucerna schools in Flanders Prof. Ides Nicaise (University of Leuven) assisted by Charlotte Vandooren & Famke De ClercqDesign Charles & Ray Eames - Hang it all © Vitra
  2. 2. The challenge• Students from Turkish origin in Flanders… – perform substantially below average – have relatively poor command of Dutch – are severely under-represented in general and higher education• The Flemish education system is characterised by… – extreme competition => selectivity and segregation – early tracking (age 12) – assimilationist climate (‘Dutch first’) 08-03-12 2
  3. 3. Vicious circles… 08-03-12 3
  4. 4. The social capital of schoolsSchools with disadvantaged students get educationalpriority funding, and yet often have less resources: – Private infrastructure – Financial, social and cultural resources of parents / alumni – Teachers: quasi-market mechanisms result in ‘Mathew effect’, with teachers competing for the ‘easier’ schools (monolingual, close to home, high-SES etc.) => de facto inequalities in human resources 08-03-12 4
  5. 5. Lucerna’s response: building on the ethnic capital of the Turkish-Belgian community• Leadership from 2nd generation of immigrants• Financial support from Turkish entrepreneurs• Commitment of teachers (extra- curricular activities, team teaching, individual tutoring, home visits…)• Parents (partnership, voluntary work, sponsoring…)• Peer mentoring by successful students 08-03-12 5
  6. 6. Extended school strategySupplementing the material, human, social and culturalcapital of families – Dutch language development: summer camps, essay contests… – Multidimensional education (sports, arts, health, Ipad class…) – Link between curricular and extra-curricular activities / between formal and informal learning (science clubs, inter-school contests…) 08-03-12 6
  7. 7. A culture-sensitive community school• Free choice of religious / moral education• Building on values and attitudes of immigrant community (generosity towards community, nurturing excellence, gender sensitivity…)• Partnership between school, parents and local community 08-03-12 7
  8. 8. Achievements(note: Lucerna schools started in 2003 => too early to measure full impact)• Majority of students remain in general education• Performance > Turkish students in other schools  gap with average Flemish students has not yet been closed• Parents’ involvement and teachers’ commitment have strongly increased• Transition into / success rate in higher education are gradually improving 08-03-12 8
  9. 9. Points of attention• Achieving a diverse ethnic and social composition of student population => magnet school concept• Interfaith dialogue – Dissemination of modern, open image of Islam in islamophobic environment – Active dialogue between students with different religious / philosophical background => potentially very attractive for native students 08-03-12 9
  10. 10. Related initiativesOf Turkish community Of other immigrant communities• Olympiad associations • Early childhood (e.g. Eerste Stappen)• Parents’ associations • Homework classes (IQRA , Mariam,• Early childhood project buddy project Leuven…)• Youth clubs • Parenting support (IC, AIF…)• Tutoring, homework classes, • Peer mentoring intercultural mediation • Literacy / mother tongue courses• Career guidance & social activities for (Arthis, GROVG…) HE students • Intercultural mediation, anti-• Adult education projects discrimination actions (Selam, FMV…) • Representation, political action (Flemish Minorities Forum ) 08-03-12 10
  11. 11. Conclusion: civil society as a triple bridge Between families and education Between communitiesBetween citizensand government This role deserves to be recognised and subsidised 08-03-12 11