Article about social work and social policy in the Netherlands. It gives information about the background, history, the meaning of the profession and the different types of professional areas in which the profession is divided. Other subjects are: social work curricula, the European dimension of social work an current challenges for social professionals in the Netherlands.
Huidige inburgeringscursussen zijn meestal gericht op taal en kennis en houden geen rekening met de complexe inspanningen die migranten moeten leveren om een nieuw bestaan op te bouwen in een vreemde samenleving. Sinds 2002 onderzoekt en ontwikkel ik samen met Vantrood Educational Services methoden voor psychosociale volwassenenonderwijs, toegespitst op een dubbele context benadering: de ontvangende samenleving, evenals de volwassen lerende migrant. In dit Position paper beschrijven we de theoretisch gefundeerde principes van deze effectieve pedagogische aanpak en bespreken we veronderstellingen van volwassenenonderwijs en inburgering om hiermee een constructieve bijdrage te leveren aan de doorontwikkeling van inburgeringscursussen.
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The current transnational climate (British Council, 2014) in Europe is likely to continue to generate institutional and classroom situations which dictate that difference and otherness be the norm rather than the exception. Unfortunately, in the 1960's, Black and minority ethnic (BME) migrants from the former British colonies had less-than-favorable educational experiences in Britain due to prejudice and stereotyping mainly arising from cultural differences. Since then there have been a plethora of studies, policies, and reports regarding the perpetuation of discrimination in educational institutions. Today, British higher educational institutions have finally begun to recognize the need to reduce progression and attainment gaps. However, their focus tends to only consider the student “Black and Minority Ethnic attainment gap” with almost no attention being given to educators', or more specifically there is a distinctive lack of thought given to the female BME educators' progression and attainment in British HEIs. As such, this paper draws theoretically and conceptually on critical cultural autoethnography, to illustrate the value of conducting research into a female's BME educators' personal and professional experiences, and “gives voice to previously silenced and marginalized experiences” (Boylorn and Orbe, 2014, p. 15). In doing so, I highlight how higher educational institutions underutilisation of such competencies and contributions have and continue to perpetuate BME underachievement. I conclude the paper by questioning the accountability of providing support for BME educators progression and attainment, challenge educational leaders to consider the value and utilization of cultural knowledge, and implore all educators to reflect on how their personal experiences influence their professional identity.
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