How Dutch Education Systematically Discriminates Against Dutch Immigrants and Refugees

Carl Hermann Dino Steinmetz

doi:doi:10.11648/j.hss.20190705.11

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How Dutch Education Systematically Discriminates Against Dutch Immigrants and Refugees

Carl Hermann Dino Steinmetz

Published in Humanities and Social Sciences (Volume 7, Issue 5)

Received: 5 August 2019 Accepted: 2 September 2019 Published: 17 September 2019

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Abstract

This article investigates whether Dutch education is suitable for (grand) children of immigrants, refugees and expats with children in mainstream education. The available Dutch sociological, educational and psychological research in education and, apart from that, the education output data are the input for this investigation. The conclusion is that Dutch education should examine their consciences because on all fronts (grand) children of immigrants, refugees and expats with children in mainstream education do worse in Dutch education than (grand) children of original Dutch heritage. Children of immigrants, refugees and expats with children in mainstream education often experience disadvantage and deprivation in Dutch education. UNESCO claims that Civil Society Organizations must be held responsible to prevent (grand) children of immigrants, refugees and expats from experiencing disadvantage and deprivation in Dutch education. The tasks of these Civil Society organisations are: a) hold states accountable for their legal obligations, b) bring education concerns to the attention of a state, c) safeguard the right to education, such as providing tailor-made education as a human right, and e) hold states responsible for violations, such as disadvantage, deprivation, discrimination and exclusion.

Published in	Humanities and Social Sciences (Volume 7, Issue 5)
DOI	10.11648/j.hss.20190705.11
Page(s)	141-149
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2019. Published by Science Publishing Group

Keywords

Education, Deprivation, Human Rights, Immigrants and Refugees, Logics, Responsibilities

References

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Carl Hermann Dino Steinmetz. (2019). How Dutch Education Systematically Discriminates Against Dutch Immigrants and Refugees. Humanities and Social Sciences, 7(5), 141-149. https://doi.org/10.11648/j.hss.20190705.11

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Carl Hermann Dino Steinmetz. How Dutch Education Systematically Discriminates Against Dutch Immigrants and Refugees. Humanit. Soc. Sci. 2019, 7(5), 141-149. doi: 10.11648/j.hss.20190705.11

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Carl Hermann Dino Steinmetz. How Dutch Education Systematically Discriminates Against Dutch Immigrants and Refugees. Humanit Soc Sci. 2019;7(5):141-149. doi: 10.11648/j.hss.20190705.11

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@article{10.11648/j.hss.20190705.11,
  author = {Carl Hermann Dino Steinmetz},
  title = {How Dutch Education Systematically Discriminates Against Dutch Immigrants and Refugees},
  journal = {Humanities and Social Sciences},
  volume = {7},
  number = {5},
  pages = {141-149},
  doi = {10.11648/j.hss.20190705.11},
  url = {https://doi.org/10.11648/j.hss.20190705.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.hss.20190705.11},
  abstract = {This article investigates whether Dutch education is suitable for (grand) children of immigrants, refugees and expats with children in mainstream education. The available Dutch sociological, educational and psychological research in education and, apart from that, the education output data are the input for this investigation. The conclusion is that Dutch education should examine their consciences because on all fronts (grand) children of immigrants, refugees and expats with children in mainstream education do worse in Dutch education than (grand) children of original Dutch heritage. Children of immigrants, refugees and expats with children in mainstream education often experience disadvantage and deprivation in Dutch education. UNESCO claims that Civil Society Organizations must be held responsible to prevent (grand) children of immigrants, refugees and expats from experiencing disadvantage and deprivation in Dutch education. The tasks of these Civil Society organisations are: a) hold states accountable for their legal obligations, b) bring education concerns to the attention of a state, c) safeguard the right to education, such as providing tailor-made education as a human right, and e) hold states responsible for violations, such as disadvantage, deprivation, discrimination and exclusion.},
 year = {2019}
}

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TY  - JOUR
T1  - How Dutch Education Systematically Discriminates Against Dutch Immigrants and Refugees
AU  - Carl Hermann Dino Steinmetz
Y1  - 2019/09/17
PY  - 2019
N1  - https://doi.org/10.11648/j.hss.20190705.11
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AB  - This article investigates whether Dutch education is suitable for (grand) children of immigrants, refugees and expats with children in mainstream education. The available Dutch sociological, educational and psychological research in education and, apart from that, the education output data are the input for this investigation. The conclusion is that Dutch education should examine their consciences because on all fronts (grand) children of immigrants, refugees and expats with children in mainstream education do worse in Dutch education than (grand) children of original Dutch heritage. Children of immigrants, refugees and expats with children in mainstream education often experience disadvantage and deprivation in Dutch education. UNESCO claims that Civil Society Organizations must be held responsible to prevent (grand) children of immigrants, refugees and expats from experiencing disadvantage and deprivation in Dutch education. The tasks of these Civil Society organisations are: a) hold states accountable for their legal obligations, b) bring education concerns to the attention of a state, c) safeguard the right to education, such as providing tailor-made education as a human right, and e) hold states responsible for violations, such as disadvantage, deprivation, discrimination and exclusion.
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Author Information

Carl Hermann Dino Steinmetz

Expats & Immigrants Besloten Vennootschap, Amsterdam, The Netherlands

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APA Style

Carl Hermann Dino Steinmetz. (2019). How Dutch Education Systematically Discriminates Against Dutch Immigrants and Refugees. Humanities and Social Sciences, 7(5), 141-149. https://doi.org/10.11648/j.hss.20190705.11

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ACS Style

Carl Hermann Dino Steinmetz. How Dutch Education Systematically Discriminates Against Dutch Immigrants and Refugees. Humanit. Soc. Sci. 2019, 7(5), 141-149. doi: 10.11648/j.hss.20190705.11

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AMA Style

Carl Hermann Dino Steinmetz. How Dutch Education Systematically Discriminates Against Dutch Immigrants and Refugees. Humanit Soc Sci. 2019;7(5):141-149. doi: 10.11648/j.hss.20190705.11

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@article{10.11648/j.hss.20190705.11,
  author = {Carl Hermann Dino Steinmetz},
  title = {How Dutch Education Systematically Discriminates Against Dutch Immigrants and Refugees},
  journal = {Humanities and Social Sciences},
  volume = {7},
  number = {5},
  pages = {141-149},
  doi = {10.11648/j.hss.20190705.11},
  url = {https://doi.org/10.11648/j.hss.20190705.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.hss.20190705.11},
  abstract = {This article investigates whether Dutch education is suitable for (grand) children of immigrants, refugees and expats with children in mainstream education. The available Dutch sociological, educational and psychological research in education and, apart from that, the education output data are the input for this investigation. The conclusion is that Dutch education should examine their consciences because on all fronts (grand) children of immigrants, refugees and expats with children in mainstream education do worse in Dutch education than (grand) children of original Dutch heritage. Children of immigrants, refugees and expats with children in mainstream education often experience disadvantage and deprivation in Dutch education. UNESCO claims that Civil Society Organizations must be held responsible to prevent (grand) children of immigrants, refugees and expats from experiencing disadvantage and deprivation in Dutch education. The tasks of these Civil Society organisations are: a) hold states accountable for their legal obligations, b) bring education concerns to the attention of a state, c) safeguard the right to education, such as providing tailor-made education as a human right, and e) hold states responsible for violations, such as disadvantage, deprivation, discrimination and exclusion.},
 year = {2019}
}

Copy | Download

TY  - JOUR
T1  - How Dutch Education Systematically Discriminates Against Dutch Immigrants and Refugees
AU  - Carl Hermann Dino Steinmetz
Y1  - 2019/09/17
PY  - 2019
N1  - https://doi.org/10.11648/j.hss.20190705.11
DO  - 10.11648/j.hss.20190705.11
T2  - Humanities and Social Sciences
JF  - Humanities and Social Sciences
JO  - Humanities and Social Sciences
SP  - 141
EP  - 149
PB  - Science Publishing Group
SN  - 2330-8184
UR  - https://doi.org/10.11648/j.hss.20190705.11
AB  - This article investigates whether Dutch education is suitable for (grand) children of immigrants, refugees and expats with children in mainstream education. The available Dutch sociological, educational and psychological research in education and, apart from that, the education output data are the input for this investigation. The conclusion is that Dutch education should examine their consciences because on all fronts (grand) children of immigrants, refugees and expats with children in mainstream education do worse in Dutch education than (grand) children of original Dutch heritage. Children of immigrants, refugees and expats with children in mainstream education often experience disadvantage and deprivation in Dutch education. UNESCO claims that Civil Society Organizations must be held responsible to prevent (grand) children of immigrants, refugees and expats from experiencing disadvantage and deprivation in Dutch education. The tasks of these Civil Society organisations are: a) hold states accountable for their legal obligations, b) bring education concerns to the attention of a state, c) safeguard the right to education, such as providing tailor-made education as a human right, and e) hold states responsible for violations, such as disadvantage, deprivation, discrimination and exclusion.
VL  - 7
IS  - 5
ER  -

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