Mariette de Haan | Utrecht University (original) (raw)
My work focuses on cultural diversity & learning. I am interested in how learning practices are shaped and transformed by the wider conditions of the socio-cultural communities they are part of, in particular in how ‘old’ traditions transform through the contact of ‘new’ ones. Earlier work focuses on transformation of learning practices in a Native American community in Mexico and on inter-ethnic knowledge sharing in multi-ethnic classrooms in the Netherlands. Recently I am studying the transformation of socialization during migration and the informal learning of immigrant teens online.
CV
Mariette de Haan has worked on several research projects related to education and literacy and coordinated an international project on rural education in Costa Rica. In her PhD research (Learning as Cultural Practice, 1999) she focused on cultural diversity in learning and socialization practices based on her fieldwork with the Mazahuas, a Mexican Native American group. From 1999 to the present she has continued her research as a senior researcher at Utrecht University focusing on processes of learning and socialization in both formal and informal educational settings with an emphasis on cultural diversity and the dynamics of processes of socialization in changing social worlds.
A current theme that is addressed in this research is how, in cases of recent migration, informal learning and socialization patterns take on new forms in response to new cultural ‘contact zones’ and different rhythms of ‘acculturation’ between generations. See for instance Opvoeding, migratie & cultuur, Education, Migration & Culture (2008) for an example of how immigrant parents reshape their parenting practices in the Dutch context. Additionally, formal (multi-ethnic) educational settings are studied in which the focus is on diversity in the construction of knowledge, the discursive and interactive construction of ethnicity, and diversity in forms of reasoning (e.g. Reshaping diversity in a local classroom, 2005).
A recurring theme in her research is how institutional learning relates to community or family learning and how normative traditions of learning and education relate to more spontaneously created environments for learning. For instance, what spontaneous forms of teaching-learning do students develop while being in school, but not necessarily acting according to the normative traditions of school (The authoring of school, 2005)? Or how do new practices of learning that youth develop online relate to traditional formal practices of education (see under Wired Up)?
De Haan adopts a vision on learning and development in which individual and collective processes of development are closely connected. Educational practices must be seen as developing within and contributing to the conditions of the wider socio-cultural communities they are part of, such as those associated with the knowledge society (Onderwijs in de toekomst, The future of education, 2007).
Phone: +31 30 2537735
Address: Utrecht University Department of Education & Pedagogics
Heidelberglaan 1
3584 CS Utrecht
The Netherlands
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Papers by Mariette de Haan
Learning, Media and Technology, Oct 2, 2014
LSE has developed LSE Research Online so that users may access research output of the School. Cop... more LSE has developed LSE Research Online so that users may access research output of the School. Copyright © and Moral Rights for the papers on this site are retained by the individual authors and/or other copyright owners. Users may download and/or print one copy of any article(s) in LSE Research Online to facilitate their private study or for non-commercial research. You may not engage in further distribution of the material or use it for any profit-making activities or any commercial gain. You may freely distribute the URL (http://eprints.lse.ac.uk) of the LSE Research Online website.
Het debat over de rol die digitale media al dan niet in het onderwijs zouden moeten innemen, word... more Het debat over de rol die digitale media al dan niet in het onderwijs zouden moeten innemen, wordt gekenmerkt door een tegenstelling tussen oud en nieuw, schrift en beeld, boeken en iPads. In dit artikel willen wij duidelijk maken dat hiermee geen recht wordt gedaan aan de enorme variatie die bestaat in nieuwe media en de wijzen waarop zij functies kunnen vervullen die voorheen sterk met oude media waren geassocieerd. In een longitudinaal onderzoek hebben wij onder jongeren, vooral die van het vmbo, bestudeerd hoe zij buiten school lezen en schrijven in brede zin en wat de onderwijskundige relevantie hiervan is. We lichten drie hoofdbevindingen uit: (1) er bestaat niet zoiets als een ‘Netgeneratie’, (2) jongeren gebruiken liever nieuwe dan oude media, en (3) het onderwijskundige potentieel van nieuwe media blijft onbenut. Jongeren moeten leren hoe zij nieuwe media voor meer dan hun plezier kunnen gebruiken.
How can educative communities -initiatives of citizens to organize collective support for child r... more 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 aware...
The European Journal of Development Research, 2017
This paper critiques universalistic 'at-risk' approaches by parenting programmes in the context o... more This paper critiques universalistic 'at-risk' approaches by parenting programmes in the context of international development, arguing that local practices are neglected in research. Fifty post-training interviews with 25 participants in Western Kenya are analysed using discourse analysis. Posttraining, parents reported less physical punishment and emphasized parent-child communication more. However, the analyses show that parents see these newly introduced methods as a means to act more efficiently within the utilitarian approach to parenting they defined before training. Cultural norms related to respect, authority and compliance remained important, although attention to the responsiveness and inner motives of children had arguably started to bend and twist the older family hierarchy and the position of children in it. It is argued that the effects of such programmes in international development contexts should be considered the result of interaction between programme content and local ideas and practices. The policy implications of this dynamic are discussed.
Migration and Development, 2018
This paper argues against the stereotypical image of the Chinese parent by studying how two group... more This paper argues against the stereotypical image of the Chinese parent by studying how two groups of Chinese immigrant mothers, economic and knowledge immigrants, rebuilt their parenting ethnotheories after migration to the Netherlands. The results show that economic immigrants believe in natural growth and direct their children through authoritarian relationships, while knowledge immigrants see parenting as a task which demands much personal effort and an equal, transparent and close parent-child relationship. These differences are explained through a focus on both their pre-migration histories and how these are reinterpreted in the migration context.
Learning, Culture and Social Interaction, 2019
In this paper we investigate how mothers and fathers living in culturally heterogeneous contexts ... more In this paper we investigate how mothers and fathers living in culturally heterogeneous contexts learn about the practice of parenting. By applying a communities of practice perspective (Wenger, 1998; 2010) on the (re)construction of parenting practice postmigration, this study highlights the under-examined processes of social negotiation over meaning making and identity formation underlying cultural transformations within the family context. Using a discourse analytical approach embedded in an ethnographically inspired methodology, we include 1) indepth social network interview data with 23 Moroccan-Dutch parents and 2) observational data of bottom-up parenting programme sessions taking place at participants' neighborhood-based migrant organizations. Analyses revealed how a social learning dynamic is at work when parents experience clashes at boundaries of cultural meanings. Navigating and negotiating multiple cultural frameworks in interaction with others, parents use and adopt renewed senses of belonging to claim direction in this cultural heterogeneity. As such, they re-interpret meanings in social learning interactions with others and create space to (re)construct parenting practices situated in their urban postmigration residence. This analysis exemplifies how applying a sociocultural learning approach to parenting postmigration reconsiders our understanding of parenthood as a social learning site on which renewed communities and 'glocalized' practices emerge.
Child development, May 19, 2017
This study examined the value of using a group-centered approach to evaluate process quality of e... more This study examined the value of using a group-centered approach to evaluate process quality of early childhood education and care (ECEC). Is observed support of group processes a different aspect of classroom quality, and does it predict children's collaborative play in ECEC in the Netherlands? In two play situations, 37 teachers and 120 two- to four-year-old children were observed with the Classroom Assessment Scoring System (CLASS) Toddler and two new measures. In a two-level structural equation model, teachers' support of group processes was positively related to the CLASS domains and to children's collaborative play, over and above the effect of children's cognitive ability and social competence. These findings suggest that ECEC quality evaluation could be enriched by adding group-centered indicators of classroom quality.
Encyclopedia of the Sciences of Learning, 2012
International Journal of Higher Education, 2015
This exploratory study examines ethno-cultural diversity in youth´s narratives regarding their on... more This exploratory study examines ethno-cultural diversity in youth´s narratives regarding their online learning experiences while also investigating how these narratives can be understood from the analysis of their online network structure and composition. Based on ego-network data of 79 respondents this study compared the characteristics of the online social networks of native Dutch, Moroccan-Dutch, and Turkish-Dutch youth. Subsequently, thirty interviews were analyzed to compare youth's narratives regarding two aspects typically associated with 21th century online learning: 'individual online exploration', and 'participation, collaboration and exchange of information in online communities'. The results show that the three ethnic groups significantly differ regarding their online network composition. Youth's narratives also reveal that their online learning experiences are ethno-specific. Youth differ regarding the nature of online communities in which they search for information, make new contacts and distribute their own media creations. For example, Turkish-Dutch youth primarily engage in their own ethnic transnational networks to find information and to share media content, whereas Moroccan-Dutch youth seem more open to develop new contacts and to search for information outside of their familiar network. It is suggested that these ethno-specific narratives can be understood as resonating specific network configurations.
The Design, Experience and Practice of Networked Learning, 2013
Networking platforms on the Internet constitute a significant place in the lives of young people.... more Networking platforms on the Internet constitute a significant place in the lives of young people. These platforms are not often considered as potential learning environments; yet they facilitate the circulation of a great amount of information and digital artifacts. People share, discuss, encounter ideas, find each other and form communities via these sites. This chapter focuses on how through these platforms informal learning networks become available. The principles of Networked Learning and ego-network analysis, a sub-strand of social network analysis, guide our research. Based on the survey-data of 1227 high-school pupils the network composition and networked interactions of youth are mapped. We present detailed results regarding with whom online interaction happen and if network interactions in young people's personal networks (i.e., ego-network) result in discovering new information, artifacts, web-sites, etc. The findings show that similarity between our respondents and their network contacts prevailed; online networks were often a replica of the offline social circles. Although one might expect that these homogenous networks would not provide these youth with new discoveries, the participants reported that they encountered novel content frequently.
Human Communication Research, 2014
ABSTRACT In this article, the concept of “media lifestyles” is adopted in order to develop a comp... more ABSTRACT In this article, the concept of “media lifestyles” is adopted in order to develop a comprehensive approach toward youth engagement in communication media. We explore how 503 Dutch eighth grade students with full access to new technology combine a broad range of media by focusing on their engagement with media while taking various contexts of use into account. Four different media lifestyles of media omnivores, networkers, gamers, and low-frequency users are described. Furthermore, we show how the methodology we used is able to provide more insight into how the distinguished media lifestyles were codetermined by particular media, functions and social contexts. Finally, the implications for the Uses & Gratifications theory are discussed.
Contemporary Psychology, 2002
European Journal of Psychology of Education, 2012
The study shows how explanations for school success are expressed and dialogically constructed du... more The study shows how explanations for school success are expressed and dialogically constructed during teacher-parent conferences at school. Attribution theory is used to conceptualize the various explanations for school success that were expressed. However, instead of only looking at attributions as beliefs which individuals or groups 'have', the aim of this study is to show how attributions are part of co-constructed processes in which multiple partners impact upon each other's attributions over the course of a conversation. The results indicated that in the conversations between teachers and minority parents, school performance is more often attributed to effort while in conversations with majority parents, psychological attributions were more common. Besides these differences in content, the process through which these accounts were constructed was different. While the diagnosis on what went wrong was more commonly constructed in case of the conversations with majority parents, they were more characterised by opposition or a passive position by the parent in case of the conversations with minority parents. The analyses show that instead of a simple mismatch between explanations of the home and the school, these explanations are interactionally co-constructed as both parents and teachers necessarily 're'-act on each other's claims and understanding of school success. The results ultimately reveal how the interactive process impacted upon the construction of the attributions and the possibilities this creates for partnerships between parents and teachers to create an understanding of the child's academic potential across home and school.
Learning, Media and Technology, Oct 2, 2014
LSE has developed LSE Research Online so that users may access research output of the School. Cop... more LSE has developed LSE Research Online so that users may access research output of the School. Copyright © and Moral Rights for the papers on this site are retained by the individual authors and/or other copyright owners. Users may download and/or print one copy of any article(s) in LSE Research Online to facilitate their private study or for non-commercial research. You may not engage in further distribution of the material or use it for any profit-making activities or any commercial gain. You may freely distribute the URL (http://eprints.lse.ac.uk) of the LSE Research Online website.
Het debat over de rol die digitale media al dan niet in het onderwijs zouden moeten innemen, word... more Het debat over de rol die digitale media al dan niet in het onderwijs zouden moeten innemen, wordt gekenmerkt door een tegenstelling tussen oud en nieuw, schrift en beeld, boeken en iPads. In dit artikel willen wij duidelijk maken dat hiermee geen recht wordt gedaan aan de enorme variatie die bestaat in nieuwe media en de wijzen waarop zij functies kunnen vervullen die voorheen sterk met oude media waren geassocieerd. In een longitudinaal onderzoek hebben wij onder jongeren, vooral die van het vmbo, bestudeerd hoe zij buiten school lezen en schrijven in brede zin en wat de onderwijskundige relevantie hiervan is. We lichten drie hoofdbevindingen uit: (1) er bestaat niet zoiets als een ‘Netgeneratie’, (2) jongeren gebruiken liever nieuwe dan oude media, en (3) het onderwijskundige potentieel van nieuwe media blijft onbenut. Jongeren moeten leren hoe zij nieuwe media voor meer dan hun plezier kunnen gebruiken.
How can educative communities -initiatives of citizens to organize collective support for child r... more 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 aware...
The European Journal of Development Research, 2017
This paper critiques universalistic 'at-risk' approaches by parenting programmes in the context o... more This paper critiques universalistic 'at-risk' approaches by parenting programmes in the context of international development, arguing that local practices are neglected in research. Fifty post-training interviews with 25 participants in Western Kenya are analysed using discourse analysis. Posttraining, parents reported less physical punishment and emphasized parent-child communication more. However, the analyses show that parents see these newly introduced methods as a means to act more efficiently within the utilitarian approach to parenting they defined before training. Cultural norms related to respect, authority and compliance remained important, although attention to the responsiveness and inner motives of children had arguably started to bend and twist the older family hierarchy and the position of children in it. It is argued that the effects of such programmes in international development contexts should be considered the result of interaction between programme content and local ideas and practices. The policy implications of this dynamic are discussed.
Migration and Development, 2018
This paper argues against the stereotypical image of the Chinese parent by studying how two group... more This paper argues against the stereotypical image of the Chinese parent by studying how two groups of Chinese immigrant mothers, economic and knowledge immigrants, rebuilt their parenting ethnotheories after migration to the Netherlands. The results show that economic immigrants believe in natural growth and direct their children through authoritarian relationships, while knowledge immigrants see parenting as a task which demands much personal effort and an equal, transparent and close parent-child relationship. These differences are explained through a focus on both their pre-migration histories and how these are reinterpreted in the migration context.
Learning, Culture and Social Interaction, 2019
In this paper we investigate how mothers and fathers living in culturally heterogeneous contexts ... more In this paper we investigate how mothers and fathers living in culturally heterogeneous contexts learn about the practice of parenting. By applying a communities of practice perspective (Wenger, 1998; 2010) on the (re)construction of parenting practice postmigration, this study highlights the under-examined processes of social negotiation over meaning making and identity formation underlying cultural transformations within the family context. Using a discourse analytical approach embedded in an ethnographically inspired methodology, we include 1) indepth social network interview data with 23 Moroccan-Dutch parents and 2) observational data of bottom-up parenting programme sessions taking place at participants' neighborhood-based migrant organizations. Analyses revealed how a social learning dynamic is at work when parents experience clashes at boundaries of cultural meanings. Navigating and negotiating multiple cultural frameworks in interaction with others, parents use and adopt renewed senses of belonging to claim direction in this cultural heterogeneity. As such, they re-interpret meanings in social learning interactions with others and create space to (re)construct parenting practices situated in their urban postmigration residence. This analysis exemplifies how applying a sociocultural learning approach to parenting postmigration reconsiders our understanding of parenthood as a social learning site on which renewed communities and 'glocalized' practices emerge.
Child development, May 19, 2017
This study examined the value of using a group-centered approach to evaluate process quality of e... more This study examined the value of using a group-centered approach to evaluate process quality of early childhood education and care (ECEC). Is observed support of group processes a different aspect of classroom quality, and does it predict children's collaborative play in ECEC in the Netherlands? In two play situations, 37 teachers and 120 two- to four-year-old children were observed with the Classroom Assessment Scoring System (CLASS) Toddler and two new measures. In a two-level structural equation model, teachers' support of group processes was positively related to the CLASS domains and to children's collaborative play, over and above the effect of children's cognitive ability and social competence. These findings suggest that ECEC quality evaluation could be enriched by adding group-centered indicators of classroom quality.
Encyclopedia of the Sciences of Learning, 2012
International Journal of Higher Education, 2015
This exploratory study examines ethno-cultural diversity in youth´s narratives regarding their on... more This exploratory study examines ethno-cultural diversity in youth´s narratives regarding their online learning experiences while also investigating how these narratives can be understood from the analysis of their online network structure and composition. Based on ego-network data of 79 respondents this study compared the characteristics of the online social networks of native Dutch, Moroccan-Dutch, and Turkish-Dutch youth. Subsequently, thirty interviews were analyzed to compare youth's narratives regarding two aspects typically associated with 21th century online learning: 'individual online exploration', and 'participation, collaboration and exchange of information in online communities'. The results show that the three ethnic groups significantly differ regarding their online network composition. Youth's narratives also reveal that their online learning experiences are ethno-specific. Youth differ regarding the nature of online communities in which they search for information, make new contacts and distribute their own media creations. For example, Turkish-Dutch youth primarily engage in their own ethnic transnational networks to find information and to share media content, whereas Moroccan-Dutch youth seem more open to develop new contacts and to search for information outside of their familiar network. It is suggested that these ethno-specific narratives can be understood as resonating specific network configurations.
The Design, Experience and Practice of Networked Learning, 2013
Networking platforms on the Internet constitute a significant place in the lives of young people.... more Networking platforms on the Internet constitute a significant place in the lives of young people. These platforms are not often considered as potential learning environments; yet they facilitate the circulation of a great amount of information and digital artifacts. People share, discuss, encounter ideas, find each other and form communities via these sites. This chapter focuses on how through these platforms informal learning networks become available. The principles of Networked Learning and ego-network analysis, a sub-strand of social network analysis, guide our research. Based on the survey-data of 1227 high-school pupils the network composition and networked interactions of youth are mapped. We present detailed results regarding with whom online interaction happen and if network interactions in young people's personal networks (i.e., ego-network) result in discovering new information, artifacts, web-sites, etc. The findings show that similarity between our respondents and their network contacts prevailed; online networks were often a replica of the offline social circles. Although one might expect that these homogenous networks would not provide these youth with new discoveries, the participants reported that they encountered novel content frequently.
Human Communication Research, 2014
ABSTRACT In this article, the concept of “media lifestyles” is adopted in order to develop a comp... more ABSTRACT In this article, the concept of “media lifestyles” is adopted in order to develop a comprehensive approach toward youth engagement in communication media. We explore how 503 Dutch eighth grade students with full access to new technology combine a broad range of media by focusing on their engagement with media while taking various contexts of use into account. Four different media lifestyles of media omnivores, networkers, gamers, and low-frequency users are described. Furthermore, we show how the methodology we used is able to provide more insight into how the distinguished media lifestyles were codetermined by particular media, functions and social contexts. Finally, the implications for the Uses & Gratifications theory are discussed.
Contemporary Psychology, 2002
European Journal of Psychology of Education, 2012
The study shows how explanations for school success are expressed and dialogically constructed du... more The study shows how explanations for school success are expressed and dialogically constructed during teacher-parent conferences at school. Attribution theory is used to conceptualize the various explanations for school success that were expressed. However, instead of only looking at attributions as beliefs which individuals or groups 'have', the aim of this study is to show how attributions are part of co-constructed processes in which multiple partners impact upon each other's attributions over the course of a conversation. The results indicated that in the conversations between teachers and minority parents, school performance is more often attributed to effort while in conversations with majority parents, psychological attributions were more common. Besides these differences in content, the process through which these accounts were constructed was different. While the diagnosis on what went wrong was more commonly constructed in case of the conversations with majority parents, they were more characterised by opposition or a passive position by the parent in case of the conversations with minority parents. The analyses show that instead of a simple mismatch between explanations of the home and the school, these explanations are interactionally co-constructed as both parents and teachers necessarily 're'-act on each other's claims and understanding of school success. The results ultimately reveal how the interactive process impacted upon the construction of the attributions and the possibilities this creates for partnerships between parents and teachers to create an understanding of the child's academic potential across home and school.
Ons inziens blijft het debat over het onderwijs te veel steken in karikaturen van zowel tradition... more Ons inziens blijft het debat over het onderwijs te veel steken in karikaturen van zowel traditioneel als vernieuwend onderwijs. In deze bijdrage willen wij de karikatuur voorbij en schetsen wij de contouren van de toekomstige school, op basis van een analyse van de rol van de school in de samenleving. Daarin belichten wij ten eerste de relatief recente ontwikkeling van geïnstitutionaliseerde massascholing en de implicaties daarvan voor de socialisatie van jongeren. Om meer inzicht te krijgen in alternatieve scenario’s voor de vorming van jongeren bespreken we vervolgens verschillen tussen leren op school en leren in het ‘echte’ leven. Ten derde beschrijven wij nieuwe ontwikkelingen die de traditionele school onder druk zetten. Aan het slot van dit alles zetten wij de implicaties voor het onderwijs van de toekomst op een rij. Noch handhaving van de traditionele status quo, noch een radicale ‘ontscholing’ (OECD, 2001) valt te verwachten; eerder een hervorming waarbij de kracht van oude en nieuwe modellen wordt gecombineerd.
Opvoeding verschilt sterk door de tijden heen en tussen verschillende etnische en sociale gemeens... more Opvoeding verschilt sterk door de tijden heen en tussen verschillende etnische en sociale gemeenschappen. Welke vorm van disciplinering en controle acceptabel of effectief zou zijn is bijvoorbeeld een terugkerend thema in situaties waar verschillende opvoedingstradities elkaar ontmoeten. Zo roepen de meer harde en directere disciplineringsmethoden van sommige niet-westerse migranten verontwaardiging op bij de middenklasse in Nederland. Andersom hebben deze migranten vanuit hun perspectief op opvoeding weinig begrip voor de vrijheden die Nederlandse jongeren krijgen in hun opvoeding. De vraag die ik in dit hoofdstuk wil behandelen is of het verwijzen naar ‘de cultuur’ van deze verschillende groepen helpt om in het bijzonder de opvoedingspraktijken van migranten te begrijpen en te verklaren. Dat doe ik zowel door veranderingen in het cultuurbegrip in de laatste decennia te bespreken als door het bespreken van een studie over veranderende opvoedingspatronen bij migranten in Nederland.
In this chapter we argue that YouTube video viewing practices of Moroccan-Dutch youth provide ins... more In this chapter we argue that YouTube video viewing practices of Moroccan-Dutch
youth provide insights into multiple affective belongings between
subjects across local and global geographies. We understand emotions as
social and cultural practices. Drawing from a triangulation of large-scale
surveys, in-depth interviews, and the analysis of videos, we map out what
emotions may be evoked in the bodies of informants as they watch YouTube
videos. In particular we explore the workings of two sorts of videos. The
two genres of YouTube videos our informants mainly consumed were
user-generated
videos shot in Morocco sustaining feelings of transnational
diaspora belonging and commercial music videos that produce feelings of
attachment to national and global youth-cultural orientations.