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ERIC Number: EJ725142
Record Type: Journal
Publication Date: 2005-Aug-1
Pages: 24
Abstractor: ERIC
Reference Count: N/A
ISSN: ISSN-0010-4086
Peer Tutoring in a Multiethnic Classroom in the Netherlands: A Multiperspective Analysis of Diversity
De Haan, Mariette; Elbers, Ed
Comparative Education Review, v49 n3 p365 Aug 2005
Understanding diversity in classrooms is becoming more and more politically relevant and complex, at least in Europe and the United States. The reasons for this include the variable school achievement levels among students of different (ethnic) groups, the growing demographic disparity in background between the teachers and their students, and the increasing numbers of immigrants with non-Western European backgrounds. In this article the authors propose a cross-context perspective on diversity by showing how diversity is shaped by local conditions--in this case, a particular institutional environment. But at the same time, they argue that local productions respond to, and are also formative of, structures and cultural patterns beyond the immediate context. They argue for a cross-context approach because they want to make a link between local and nonlocal processes. In the here and now of local practices, the broader and long-term social and cultural patterns are used as resources for responding to the demands of the institution. Here the authors use an observational study on collaboration in a multiethnic classroom as the basis for what a cross-context perspective looks like, using a multiperspective analysis that integrates both local and nonlocal aspects. (Contains 45 endnotes.)
University of Chicago Press, Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 773-753-3347; Web site:; e-mail:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Netherlands