Description
The experience of polarization by secondary school teachers: discussing ‘what is the matter’ and ‘what should be done’ and controversyThis paper analyses how ‘polarization’ is experienced, defined and understood by secondary school teachers in the Netherlands, given the experienced social tensions between (religious, ethnic, socio-economic) groups, in Western democracies such as the Netherlands in the second decennia of the twenty-first century. We aim to shed more light onto the underlying models to ‘regulate’ diversity that are present in these discourses on polarization, while contrasting discourse on ‘what is the matter’ with ‘what should be done’. Data is used from a design-based methodology to leverage a common problem analyses as well as to establish common directions for the development of interventions in a number of successive sessions of ‘round tables’ with secondary school principals and teachers. We discuss various notions of ‘living in diversity’ if and how these models allow us to conceptualize polarization as it is experienced by the teachers in our study, while also pointing to the controversial nature of stating ‘what is the matter’ and ‘what should be done’.
| Period | 8 Jul 2021 |
|---|---|
| Event title | Onderwijs research dagen 2021: Interactie |
| Event type | Conference |
| Location | Utrecht, NetherlandsShow on map |
| Degree of Recognition | National |