The value of concentration schools as appreciated by Moroccans,Turks, and unskilled Belgians in Brussels |
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| Institution: | 1. French National Institute for Agricultural Research (INRA), Centre de Recherche Poitou-Charentes, URP3F, Le Chêne – RD150, BP 80006, 86600 Lusignan, France;2. UMR ECOSYS, Centre INRA, Versailles-Grignon, Bâtiment EGER, 78850 Thiverval-Grignon, France;3. Department of Land and Water Resources Engineering, Royal Institute of Technology, Stockholm, Sweden;4. Institute of Biological and Environmental Sciences, University of Aberdeen, 23 St Machar Drive, Aberdeen AB24 3UU, UK;1. Agenzia delle Entrate – Ufficio Studi Economico-Statistici, Via C. Colombo 426 c/d, 00145 Roma, Italy;2. Naxys – University of Namur, Rempart de la Vierge 8, 5000 Namur, Belgium;3. Center for International Development - Harvard University, 79 Jfk St, Cambridge 02138, United States;1. University of Maribor, Faculty of Mechanical Engineering, Smetanova ulica 17, SI-2000 Maribor, Slovenia;2. Dept. of Mechanical and Mining Engineering, University of Jaén, Campus las Lagunillas, s/n, 23071 Jaén, Spain;3. Universidad de Castilla-La Mancha, Campus de Excelencia Internacional en Energía y Medioambiente, Escuela de Ingeniería Minera e Industrial de Almadén, Plaza Meca s/n, 13400 Almadén, Spain;1. Department of Health Behavior and Health Systems, University of North Texas Health Science Center, Fort Worth, TX, United States;2. Information School, University of Washington, Seattle, WA, United States;3. Department of Biobehavioral Health, Pennsylvania State University, State College, PA, United States;4. Department of Psychiatry and Behavioral Sciences, University of Washington, Seattle, WA, United States;5. Department of Educational, School, and Counseling Psychology, University of Missouri, Columbia, MO, United States |
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| Abstract: | Over the past few years, the number of schools with relatively high numbers of immigrants’ children seems to have increased sharply in certain suburbs of Brussels. No ethnic group is in favor of strongly homogeneous concentration schools, whether they be Turks, Moroccans, or French-speaking Belgians. Despite their poor knowledge of the schooling system, the Turks, Moroccans and unskilled Belgians perceive education as the ultimate vehicle for social integration and social mobility. They also are fully aware that concentration schools are not the answer to social exclusion, nor a path to social integration. Here we are confronted with a situation of involuntary ethnic homogenization through socio-ethnic stratification. |
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