Articles on education
Leman, J., guest editor (2002) ‘Citizenship education, multilingual, intercultural and peace education : Possibilities for mutual fertilization’, Kolor, Journal on Moving Communities, Antwerp, vol. 1, nr 1.
Leman, J. (1999), guest editor ‘Education, Ethnic Homogenization and Cultural Hybridization (Brussels, Belgium and Cape Town, South Africa)’, International Journal of Educational Research, vol. 31, nr. 4, 257-353.
Chapter 1: Leman, J., ‘Ethno-cultural intermingling, segregation, and education’, p. 263-266.
Abstract: There is a tension between socio-ethnic stratification and social integration.
Chapter 6: Leman, J., ‘Cultural hybridism and self-categorization: trilingually and biculturally scholarized adolescents in Brussels’, p. 317-326.
Abstract: Adolescents who have attended “bicultural and trilingual” primary schools followed by Dutch-speaking secondary schools were questioned at the end of their school careers. The focus of the questions was on their emotional and cognitive skills with the various language and ethnic groups in Brussels with which they are currently interacting. At the same time, they were asked to evaluate their schooling and to draw up a future program for themselves and their children, indicating the role they would assign to education. Finally, the value and internal coherence these individuals ascribed to what outsiders would regard as cultural hybridism was examined.
Chapter 8: Leman, J., ‘School as a structuring force in interethnic hybridism’, p. 341-353
Abstract: Hybridism occurs on two levels. The first is the interethnic context in which the pupil is situated; the second is the personal life of the pupil himself or herself. A governmental authority first feels called upon to act within the interethnic societal context because this almost inevitably generates vertical stratification and leads to greater or lesser forms of ethnic segregation. This in turn generates anxiety, especially if it impacts too negatively on the advancement of pupils from lower rated schools to further educational opportunities or to the labor market, or if it helps maintain or promote an ethnic-racial society. The second level, hybridism versus ethnic belongingness in the personal lives of pupils, generally remains underappreciated as a theme. However, it is at this level that enormous opportunities remain unexploited.
Leman, J. (1997) ‘School as a socialising and corrective force in inter-ethnic urban relations’, Journal of Multilingual and Multicultural Development, 18 (2): 125-134.
Leman, J. (1991). ‘The Education of Immigrant Children in Belgium’, Anthropology and Education Quarterly, vol. 22, nr. 2, 140-153.
Abstract: This article examines the Flemish and French educational communities in Belgium, notes some characteristics of the largest minority groups in Belgium (the Italians, Moroccans, Turks, and Spaniards), and reviews some issues related to educational performance of minority students. The article concludes with a discussion of changes in Belgian educational policies for the children of minorities.
Leman, J. (1991). ‘Between Bi- and Intercultural Education: Projects in Dutch-Language Kindergartens and Primary Schools in Brussels’, in Jaspaert, K. and S. Kroon, eds. Ethnic Minority Languages and Education. Amsterdam/Lisse: Swets & Zeitlinger, 123-134.
Leman, J. and L. Marchi (1991). ‘Les familles marocaines et les institutions éducatives et scolaires belges: itinéraires et stratégies’, in Gaudier, J.P. and P. Hermans, eds., Des Belges marocains. Brussels, De Boeck Université, 137-170.
Leman, J. (1990). ‘Bruselas y sus poblaciones mediterraneas: reflexiones etnograficas acerca de territorio e identidad’, in XXX, Actas Simposio de Otero Pedrayo. Santiago de Compostela, Consello da cultura galega, 47-60.
Leman, J. (1989). ‘Hijos de emigrantes italianos en el proyecto bicultural de una escuela neerlandofona en Bruselas: tres lenguajes, dos culturas y sus interrelaciones’, Fernandez de Rota y Monter, J.A., ed. Lengua y cultura: approximacion desde una semantica antropologica. La Coruna, ed. do Castro, 199-215.
Leman, J. (1985). ‘The Foyer Project: a Brussels model of bicultural education in a trilingual situation’, Studi Emigrazione/Etudes Migrations, vol. 22, nr. 78, 254-267.
Abstract: The article studies a bicultural teaching experiment, organized by the social-pedagogical center, “Foyer”, in the multi-language city of Brussels (Belgium). This project deals with immigrant children and starts with their tri-lingual situation (mother tongue, French, and Flemish), which is often a handicap. The experiment aims to turn the handicap into an advantage by designing a well suited and structured teaching model. The project began in 1981.
Spoelders, M., Leman, J. and L. Smeekens (1984). ‘The Brussels Foyer bicultural education project: socio-cultural background and psycho-educational language assessment’, in Extra, G. and T. Vallen, eds. Language and ethnic minority children: current research on Dutch as a second language. Dordrecht, Foris, 87-103.