Opvoednetwerken van migranten: Een blauwdruk voor de pedagogische omgeving van de 21ste eeuw?

How can educative communities -initiatives of citizens to organize collective
support for child raising- be optimized given the changing social fabric of the
21st century? Using the idea of networked individualism as a prototype of
how support is organized in our current era, the question is raised how
collective arrangements for child raising can be conceived when autonomy
and individualism in parenting still gain importance. An empirical study of
support networks of immigrant parents is used to point to the variety of ways
in which individual parents seek to build new networks post-migration.
Turning their back to old collectivities, these parents build individual networks
of peers and professionals to gain new and specialized expertise according to
their specific needs. It is argued that their network strategies can be a source
of inspiration for how to conceive of educative communities in the 21st
century given their ability to seek out new connections and expertise, their
awareness of the importance of peer learning, and ability to connect the
sometimes contradictory knowledge in order to make it work for their
parenting.