Ethno-Nationalism and Education

• Published in: Paradoxes of Cultural Recognition pp. 111 - 132
• Main Author: Pihl, Joron
• Format: Book Chapter
• Language: English
• Published: Routledge 2009
• Edition: 1
• Subjects: Cultural assimilation; Discrimination; Immigrants; Multiculturalism; Nationalism; Netherlands; Norway; Public education; Race relations; Social integration; IQ Test; NRC Handelsblad; Evangelical Lutheran Religion; Norwegian Culture; School Subject; IQ Result; Linguistic Minority Pupils; Den Uyl; Og Den; Average Dropout Rate; Minority Pupils; Norwegian Pupils; Muslim Women's Attire; Gudmund Hernes; Pedagogical Psychological Service; Immigrant Backgrounds; Democratic Iterations; Young Men; Erasmus University Rotterdam; Common Habitus; Traditional IQ Testing; Norwegian Education; IQ Test Result
• ISBN: 075467469X; 1138267775; 9780754674696; 9781138267770
• DOI: 10.4324/9781315599380-9

From an academic perspective, singling out culture when studying culturally plural settings is a risky business. Van Dijk claims that the Dutch health care sector continuously makes use of a static concept of culture. An internal research on working with allochtonous client's was conducted, an allochtonous social worker wrote a proposal for a so-called integral approach involving migrant women, the social work team followed a training on trans-cultural counseling, and social workers working with asylum seekers and refugees were offered auxiliary education. Migrant clients were reduced to their culture and de-individualized as a consequence, however much this appeared to be in contrast with the prevailing individualizing' anchors of social work. The social workers often failed to recognize that empowerment was also a hegemonic cultural framework that could be just as deterministic as the culture they perceived as being an obstacle for the counseling process.