Social Exclusion of Muslim Youth in Flemish‐ and French‐Speaking Belgian Schools

This article examines how Belgian "concentration" schools, schools with heavy concentrations of non-European Union, typically Muslim, immigrants, challenge educators and policy makers. To situate this challenge properly, the article considers the broader Belgian social and political contex...

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Bibliographic Details
Published in:Comparative education review 2005-02, Vol.49 (1), p.1-23
Main Author: Merry, Michael S.
Format: Article
Language:English
Subjects:
Academic Achievement
Academic achievement gaps
Belgium
Children
Communities
Cultural Differences
Education
Education policy
Educational Policy
Educational sciences
Ethnic identity
Ethnic minority, racial problems, cultural differences
Foreign Countries
Immigrants
Islam
Language Skills
Minority group students
Minority Groups
Minority students
Multicultural education
Muslims
Parent Participation
Parent Role
Parents
Political Influences
Social Environment
Social interaction
Sociology of culture
Sociology of education
Teachers
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Summary:This article examines how Belgian "concentration" schools, schools with heavy concentrations of non-European Union, typically Muslim, immigrants, challenge educators and policy makers. To situate this challenge properly, the article considers the broader Belgian social and political context, including regional governmental responses to the perceived "problem" of concentration schools, the role of parental involvement, and the expectations of teachers. These considerations will clarify the structural arrangements that exist prior to any assessment of Muslim children per se.
ISSN:0010-4086
1545-701X
DOI:10.1086/426158