prof. dr. Mariette de Haan
m.dehaan@uu.nl
Gegenereerd op 2017-05-29 07:36:17


Chair
Intercultural Education
Endowed by Het Haagsche Genootschap
Date of appointment 01.01.2008
Inaugural lecture date 27.02.2009
Profile

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.



Links

In the Media:http://www.fss.uu.nl/pubs/mdehaan/In the media.pdf

 

 

Scientific expertise
informal & formal education
Gegenereerd op 2017-05-29 07:36:17
Curriculum vitae

Mariette de Haan holds an Endowed Chair on issues of Youth and Education in the multicultural society at Utrecht University since 2008. She started her career at the Educational Research Department at Utrecht University (UU) while also coordinating a research based collaboration with the Universidad Nacional in Costa Rica. In this early phase, literacy and equity in national and international contexts was a main focus. For her PhD research (Learning as Cultural Practice, 1999), a collaboration between the UU and the Department of Educational Research (DIE) in Mexico was established, and her fieldwork with the Mazahuas, a Mexican Native American group allowed her to develop a focus on cultural diversity in learning and socialization practices.

Overall, her work focuses 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.  In 'the reconstruction of parenting after migration' (2011) she shows, for instance, how immigrant parents reshape their parenting practices in the Dutch context while making use of multiple cultural traditions. 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 (Challenging our ideals of Connectivity, 2014)?

De Haan adopts a vision on learning and development in which individual and collective processes of development and learning 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. Institutional education should therefore constantly be aware of the conditions under which young people learn or knowledge is produced outside of education  (Onderwijs in de toekomst, The future of education, 2007). 

 Academic career

2008 - Professor of Intercultural Education, Special Professorial Chair on account of ‘Het   Haagsche Genootschap’ at the Langeveld Institute for the Study of Education and Development in Childhood and Adolescence, Faculty of Social and Behavioral Sciences, Utrecht University

2005 - Associate Professorat the Langeveld Institute for the Study of Education and Development in Childhood and Adolescence, Faculty of Social and Behavioral Sciences, Utrecht University.

1999 – 2005 Senior Researcher at the Department of General Social Sciences Faculty of Social and Behavioral Sciences, Utrecht University (NWO post-doc grant).

1992 – 1997 Ph D Researcher at the Department of General Social Sciences, Faculty of Social and Behavioral Sciences, Utrecht University.

1988 - 1992 Junior Researcher at Department Educational Sciences/ISOR and Department of Psychonomy, Faculty of Social and Behavioral Sciences, Utrecht University.

Gegenereerd op 2017-05-29 07:36:17
Key publications

Prinsen, Fleur, de Haan, Mariette & Leander, Kevin (2015). Networked identity: how immigrant youth employ online identity resources. Young, 23 (1), (pp. 19-38).

de Haan, Mariette, Leander, Kevin, Ünlüsoy, Asli & Prinsen, Fleur (01.01.2014). Challenging ideals of connected learning - the networked configurations for learning of migrant youth in the Netherlands. Learning, Media and Technology, 39 (4), (pp. 507-535) (29 p.).

Ünlüsoy, A., de Haan, M.J., Leander, K. & Völker, B.G.M. (2013). Learning potential in youth’s online networks: A multilevel approach. Computers and Education, 69, (pp. 522-533) (12 p.).

de Haan, M.J. & Wissink, I.B. (2013). The interactive attribution of school success in multi-ethnic schools. European Journal of Psychology of Education, 28 (2), (pp. 297-313) (17 p.).

de Haan, M.J. & Leander, K. (2011). The construction of ethnic boundaries in classroom interaction through social space'. Culture and Psychology, 17 (3), (pp. 319-338) (20 p.).

de Haan, M.J. (2011). Immigrant Learning. In K. Symms Gallagher, R.K. Goodyear, D.J. Brewer & R. Rueda (Eds.), Urban education: a model for leadership and policy (pp. 328-341) (14 p.). New York: Routledge.

de Haan, M.J. & de Haan, M. (2011). The reconstruction of parenting after migration: A perspective from cultural translation. Human Development, 54 (6), (pp. 349-367) (19 p.).

Paradise, R. & de Haan, M.J. (2009). Responsibility and reciprocity: Social organization of mazahua learning practices. Anthropology and Education Quarterly, 4, (pp. 187-204) (18 p.).

de Haan, M.J. (27.02.2009). Culturele reproductie in een wereld in beweging. Utrecht: Utrecht University.

de Haan, M.J. & Elbers, E.P.J.M. (2005). Peer tutoring in a multi-ethnic classroom in the Netherlands: A Multi-perspective analysis of diversity. Comparative Education Review, 49 (3), (pp. 365-388) (23 p.).

All publications
  2016 - Scholarly publications
Leurs, K.H.A., de Haan, M.J. & Leander, K. (2016). Affective belongings across geographies: locating YouTube viewing practices of Moroccan-Dutch youth. In Ben Aslinger & Germaine R. Halegoua (Eds.), Locating Emerging Media (pp. 207-226). London: Routledge.
van Esch, R.P. & de Haan, M.J. (05.02.2016). Learning Under the Tree - Evaluating Skillful Parenting Program in West Kenya ICS Full Evaluation Report. (85 p.). Utrecht: Utrecht University.
  2015 - Scholarly publications
Bucx, Freek, van den Broek, A.E.M., Kleijnen, Ellen, Abbassi, Hicham & de Haan, M.J. (01.09.2015). De opvoedingspraktijk: doelen, beleving en strategieën van ouders. In Freek bucx & Simone de Roos (Eds.), Opvoeden in niet-westerse migrantengezinnen - Een terugblik en verkenning (pp. 39-55) (17 p.). Den Haag: SCP.
van Kruistum, Claudia, Leseman, Paul & de Haan, Mariette (2015). Jongeren en hun gebruik van oude en nieuwe media. Tijdschrift voor Orthopedagogiek, 54, (pp. 159-170) (12 p.).
Leander, Kevin & de Haan, M.J. (14.12.2015). Media and Migration - Learning in a globalized World. (136 p.). Taylor & Francis.
Prinsen, Fleur, de Haan, Mariette & Leander, Kevin (2015). Networked identity: how immigrant youth employ online identity resources. Young, 23 (1), (pp. 19-38).
de Haan, M.J., Hofland, A. & Bucx, Freek (01.09.2015). Steun van sociale netwerken. In Freek Bucx & Simone de Roos (Eds.), Opvoeden in niet-westerse migrantengezinnen - Een terugblik en verkenning (pp. 56-70) (15 p.). SCP.
Lecluijze, Susanne Elisabeth, de Haan, M.J. & Ünlüsoy, A. (06.07.2015). What Online Networks Offer: Online Network Compositions and Online Learning Experiences of Three Ethnic Groups. International Journal of Higher Education, 4 (3), (pp. 68-81) (14 p.).
  2014 - Scholarly publications
de Haan, Mariette, Leander, Kevin, Ünlüsoy, Asli & Prinsen, Fleur (01.01.2014). Challenging ideals of connected learning - the networked configurations for learning of migrant youth in the Netherlands. Learning, Media and Technology, 39 (4), (pp. 507-535) (29 p.).
Ünlüsoy, Asli, de Haan, Mariette & Leander, Kevin (2014). Learning through network interaction: The potential of ego-networks. In Maarten de Laat, T Ryberg, V. Hodgson & D. McConnell (Eds.), The Design, Experience and Practice of Networked Learning (pp. 225-241). Springer Science & Business Media, LLC.
Elbers, Egmond & de Haan, Mariette (2014). Parent-teacher conferences in Dutch culturally diverse schools - Participation and conflict in institutional context. Learning, Culture and Social Interaction, 3 (4), (pp. 252-262) (11 p.).
van Kruistum, Claudia, Leseman, Paul Pm & de Haan, Mariëtte (2014). Youth media lifestyles. Human Communication Research, 40 (4), (pp. 508-529) (22 p.).
  2013 - Scholarly publications
Biro, L.J.A., Elbers, E.P.J.M. & de Haan, M.J. (2013). Key Words and the Analysis of Exploratory Talk. European Journal of Psychology of Education, 28 (4), (pp. 1397-1415) (19 p.).
Ünlüsoy, A., de Haan, M.J., Leander, K. & Völker, B.G.M. (2013). Learning potential in youth’s online networks: A multilevel approach. Computers and Education, 69, (pp. 522-533) (12 p.).
de Haan, M.J., de Winter, M., Koeman, Marije, Hofland, A. & Verseveld, M.D.A. (2013). Opvoeden als netwerken in de multi-etnische wijk. (56 p.). Utrecht: Universiteit Utrecht, Het project De Pedagogische Gemeenschap in de Multi-etnische Wijk.
Wissink, I.B. & de Haan, M.J. (2013). Teachers’ and parental attribution for school performance of ethnic majority and minority children. International Journal of Higher Education, 2 (4), (pp. 65-76) (12 p.).
de Haan, M.J. & Wissink, I.B. (2013). The interactive attribution of school success in multi-ethnic schools. European Journal of Psychology of Education, 28 (2), (pp. 297-313) (17 p.).
  2013 - Professional publications
Verseveld, M.D.A. & de Haan, M.J. (2013). Het veranderend opvoedkapitaal van migranten opvoeders. Pedagogiek in Praktijk, 74, (pp. 30-33) (4 p.).
Steensel, R., van Gelderen, A., van Kruistum, C.J., de Milliano, I., Trapman, M., Oostdam, R., Leseman, P.P.M. & de Haan, M.J. (2013). Hoe moeilijk is goed lezen en schrijven voor vmbo’ers? Inzichten uit onderzoek. Het vmbo dichterbij. Bewegen tussen theorie en praktijk (pp. 111-135) (25 p.). Amsterdam: SWP.
  2013 - Other output
Verseveld, M.D.A., de Haan, M.J., Kesselring, M.C. & de Winter, M. (2013). Migrantenouders willen samen opvoeden in de wijk.
  2012 - Scholarly publications
de Haan, M.J. (2012). Culture and Learning. In J.A. Banks (Eds.), Encyclopedia of Diversity in Education (pp. 567-573) (7 p.). Thousand Oaks: SAGE.
de Haan, M.J. (2012). Learning and Education in Migration Settings. In N. Seel (Eds.), Encyclopedia of the Sciences of Learning (pp. 1776-1779) (4 p.). Heidelberg: Springer Science & Business Media, LLC.
de Haan, M.J., Elbers, E.P.J.M. & Wissink, I.B. (2012). Parent-teacher conversations. The dialogic nature of culturally diverse pedagogies. In M.B. Ligorio & M. César (Eds.), Interplays between dialogical learning and dialogical self (pp. 253-290) (38 p.). Charlotte, NC: Information Age Publishers.
  2011 - Scholarly publications
de Haan, M.J. (2011). Immigrant Learning. In K. Symms Gallagher, R.K. Goodyear, D.J. Brewer & R. Rueda (Eds.), Urban education: a model for leadership and policy (pp. 328-341) (14 p.). New York: Routledge.
de Haan, M.J. & Leander, K. (2011). The construction of ethnic boundaries in classroom interaction through social space'. Culture and Psychology, 17 (3), (pp. 319-338) (20 p.).
de Haan, M.J. & de Haan, M. (2011). The reconstruction of parenting after migration: A perspective from cultural translation. Human Development, 54 (6), (pp. 349-367) (19 p.).
Hirzalla, F., de Haan, M.J. & Ünlüsoy, A. (2011). Wired Up. New media use among youth in migration: A survey-based account. Technical research report. Utrecht: Utrecht University.
  2010 - Scholarly publications
de Haan, M.J., Keizer, R. & Elbers, E.P.J.M. (2010). Ethnicity and student identity in schools. An analysis of official and unofficial talk in multi-ethnic classrooms. European Journal of Psychology of Education, 25 (2), (pp. 176-191) (16 p.).
Ünlüsoy, A., de Haan, M.J., Leseman, P.P.M. & van Kruistum, C.J. (2010). Gender differences in adolescents’ out-of-school literacy practices: A multifaceted approach. Computers and Education, 55 (2), (pp. 742-751) (10 p.).
Ünlüsoy, A., de Haan, M.J. & Leander, K. (2010). Netwerken van jongeren als nieuwe leeromgeving. Pedagogiek, 30 (1), (pp. 43-57) (15 p.).
  2009 - Scholarly publications
van Kruistum, C.J., Leseman, P.P.M. & de Haan, M.J. (2009). Features of at-risk teens' new literacy practices. In A. Backus, M. Keijzer, I. Vedder & B. Weltens (Eds.), Artikelen van de Zesde Anéla-conferentie (pp. 339-347) (9 p.). Delft: Eburon.
de Haan, M.J. & Elbers, E.P.J.M. (2009). From research to practice. What the study of multiethnic classrooms has to offer. In M. César & K. Kumpulainen (Eds.), Social interactions in multicultural settings (pp. 171-202) (32 p.). Rotterdam/Taipei: Sense Publishers.
Paradise, R. & de Haan, M.J. (2009). Responsibility and reciprocity: Social organization of mazahua learning practices. Anthropology and Education Quarterly, 4, (pp. 187-204) (18 p.).
  2009 - Professional publications
de Haan, M.J. (2009). Dynamics in teaching and learning and societal change. Mind, Culture, and Activity, 16, (pp. 285-288) (4 p.).
  2009 - Other output
de Haan, M.J. (27.02.2009). Culturele reproductie in een wereld in beweging. Utrecht: Utrecht University.
Ünlüsoy, A., de Haan, M.J. & Leander, K. (01.11.2009). Interfaces among New Media, learning and socialization and the migrant condition. KNAW Conference Participating in a mediated World.
M.J. de Haan (29.05.2009). Kenmerken van het nieuwe lezen en schrijven van risicoleerlingen. Presentation at Anéla Conference.
  2008 - Scholarly publications
de Haan, M.J. & Elbers, E.P.J.M. (2008). Diversity in the construction of modes of collaboration in multiethnic classrooms. Continuity and discontinuity of cultural scripts. In B. van Oers, W. Wardekker, E. Elbers & R. van Veer (Eds.), The transformation of learning. Advances in cultural-historical activity theory (pp. 219-241) (23 p.). Cambridge University Press.
Wissink, I.B., Dekovic, M., Yagmur, S., Stams, G.J.J.M. & de Haan, M.J. (2008). Ethnic identity, externalizing problem behaviour and the mediating role of self-esteem among Dutch, Turkish-Dutch and Moroccan-Dutch adolescents. Journal of Adolescence, 31, (pp. 223-240) (18 p.).
Elbers, E.P.J.M. & de Haan, M.J. (2008). Gesprekken over woordbetekenissen tijdens rekenlessen in multi-etnische klassen. Pedagogische Studien, 85 (5), (pp. 342-358) (17 p.).
de Haan, M.J. (2008). Opvoeding, migratie & cultuur. In W. Koops, M. de Winter & B. Levering (Eds.), Opvoeding als spiegel van de beschaving. Een moderne antropologie van de opvoeding (pp. 75-90) (16 p.). Amsterdam: SWP.
  2008 - Professional publications
Douma, L. & de Haan, M.J. (2008). Allochtone ouders over school: Gebrek aan betrokkenheid of cultuurverschillen?. Didactief, 10, (pp. 9-11) (3 p.).
  2008 - Other output
de Haan, M.J. & Wissink, I.B. (2008). Parents’ attribution of the child’s school success in different ethnic groups. ISPA.
de Haan, M.J. (2008). The reconstruction of parenting after migration. ISCAR.
de Haan, M.J., Leander, K., Ponzanesi, S., Slootman, M.W., ter Laan, N. & Leurs, K.H.A. (2008). Toward a comparative and interdisciplinary model for researching media uses among migrant youth. ISCAR.
  2007 - Scholarly publications
de Haan, M.J. (2007). De discursieve constructie van 'school'. In J.C. Bos (Eds.), Discourseanalyse. Communicatie op de werkvloer (pp. 139-156) (18 p.). Bussum: Coutinho.
de Haan, M.J. & Pels, T. (2007). Onderwijs in de toekomst: een pleidooi voor omscholing. Alternatieven voor de school. (22 p.). Den Haag: Onderwijsraad.
  2007 - Professional publications
de Haan, M.J. (2007). Book review 'Weaving generations together. Evolving creativity in the Maya of Chiapas'. Mind, Culture, and Activity, 14, (pp. 241-245) (5 p.).
  2007 - Other output
de Haan, M.J., Harting, M & Paradise, R.M. (2007). Mazahue learning, schooling and the teacher register. University of California Presidential Workshop on Intent Community Participation.
Elbers, E.P.J.M., de Haan, M.J. & Keizer, R. (28.08.2007). 'On task' and 'off task' conversations of students in ducth multi-ethnic classrooms, 12th conference of the European Association for Research in Learning and Instructions (EARLI). 12th EARLI conference.
de Haan, M.J. & Wissink, I.B. (01.04.2007). Reconstructing Educational Practice After Migration. Paper presented at the Annual Meeting of the American Educational Research Association (AERA).
  2006 - Scholarly publications
de Haan, M.J. (2006). De discursieve constructie van 'school'. In J.C. Bos (Eds.), Communicatie op de werkvloer Utrecht: Universiteit Utrecht.
van Dijken, D., Greefhorst, S., Kraemer, T., Rijnbende, J. & de Haan, M.J. (2006). Een alternatief traject voor inburgering: een evaluatie van THEMIS. Utrecht: Universiteit Utrecht.
  2005 - Scholarly publications
de Haan, M.J. & Elbers, E.P.J.M. (2005). Collaboration patterns in a multi-ethnic classroom in the Netherlands. Differences in the reconstruction of institutional norms and ethnicity. In W. Herrlitz & R. Maier (Eds.), Dialogues in and around multicultural schools (pp. 265-282) (17 p.). Tubingen: Niemeyer Verlag.
de Haan, M.J. & Elbers, E.P.J.M. (2005). Peer tutoring in a multi-ethnic classroom in the Netherlands: A Multi-perspective analysis of diversity. Comparative Education Review, 49 (3), (pp. 365-388) (23 p.).
de Haan, M.J. & Elbers, E.P.J.M. (2005). Reshaping diversity in a local classroom: Communication and identity issues in multicultural schools in the Netherlands. Language and Communication, 25, (pp. 315-333) (18 p.).
de Haan, M.J. (2005). The authoring of school: Between the official and unofficial discourse. Culture and Psychology, 11 (3), (pp. 267-285) (18 p.).
Elbers, E.P.J.M. & de Haan, M.J. (2005). The construction of word meaning in a multicultural classroom. Mediational tools in peer collaboration during mathematics lessons. European Journal of Psychology of Education, 20 (1), (pp. 45-59) (14 p.).
  2004 - Scholarly publications
Elbers, E.P.J.M. & de Haan, M.J. (2004). Dialogic learning in the multi-ethnic classroom. Cultural resources and modes of collaboration. In J. van der Linden & P. Renshaw (Eds.), Dialogical Perspectives on Learning, Teaching and Instruction (pp. 17-43) (27 p.). Dordrecht: Kluwer.
de Haan, M.J. & Elbers, E.P.J.M. (2004). Minority status and culture: local constructions of diversity in a classroom in the Netherlands. Intercultural Education, 15 (4), (pp. 441-453) (13 p.).
Elbers, E.P.J.M. & de Haan, M.J. (2004). The construction of word meaning in a multicultural classroom. Talk and collaboration during mathematics lessons. In M. Mariotti (Eds.), Proceedings of the Third Conference of the European Society for Research in Mathematics Education Pisa, Italy: Pisa University Press.
  2004 - Other output
Elbers, E.P.J.M. & de Haan, M.J. (2004). De constructie van woordbetekenissen in multiculturele klassen. Onderwijs Research Dagen.
  2003 - Scholarly publications
de Haan, M.J. & Pels, T. (2003). Continuity and change in Moroccan socialization. A review of the literature on Moroccan socialization in Morocco and among Moroccan families in the Netherlands. (80 p.). Utrecht: Universiteit Utrecht en Verwey Jonker Instituut.
Maier, R.M. & de Haan, M.J. (2003). Les dynamiques milticulturelles dans les écoles néerlandaises. Revue Francaise de Pedagogie, 144, (pp. 39-47) (9 p.).
Elbers, E.P.J.M. & de Haan, M.J. (2003). Samenwerking in de multiculturele klas. Culturele normen en samenwerkingspatronen. Pedagogische Studien, 79 (6), (pp. 449-465) (17 p.).
  2003 - Professional publications
Elbers, E.P.J.M. & de Haan, M.J. (2003). Interculturele communicatie op de basisschool. Gesprekken over woordbetekenissen in de rekenles. Moer, 2, (pp. 54-62) (9 p.).
Elbers, E.P.J.M. & de Haan, M.J. (2003). Leren door samenwerking in een multiculturele klas. Zone : tijdschrift voor ontwikkelingsgericht onderwijs, 2 (2), (pp. 7-11) (5 p.).
de Haan, M.J. & Elbers, E.P.J.M. (2003). Samenwerkend leren. Zone : tijdschrift voor ontwikkelingsgericht onderwijs, 2 (2), (pp. 4-6) (3 p.).
Elbers, E.P.J.M. & de Haan, M.J. (2003). The construction of word meaning in a multicultural classroom. Talk and collaboration during mathematics lessons. In G. de Abreu & N. Gorgorio (Eds.), Proceedings of the third Conference on Educational Research in Mathematics Education (CERME3)
  2002 - Scholarly publications
de Haan, M.J. (2002). Distributed cognition and the shared knowledge model of the Mazahua: a cultural approach. Journal of Interactive Learning Research, 13 (1), (pp. 31-50) (20 p.).
de Haan, M.J. (2002). Learning Activity: Its Tradition and Potential. Review of Learning Activity and Development. Contemporary Psychology, 47 (6).
  1998 - Other output
M.J. de Haan (08.06.1998). Intersubjectivity and communication practices: a study of didactic interactions of a Native American group: the Mazahuas. ISCRAT conference.
  1996 - Other output
M.J. de Haan (11.09.1996). Instruction and Cultural Meaning: A Study of Teaching Practices of a Native American Group, the Mazahuas. Second Conference on Socio-Cultural Research.
M.J. de Haan (13.12.1996). Tutor Models and Their Cultural Meaning. A Study of Native American Instruction. Universiteit Utrecht, Symposium `Learning Through Interaction'.
  1995 - Scholarly publications
de Haan, M.J. (1995). Controle in opvoeding: een cultureel verschijnsel?. In B. Boon, J. Demmers, P. van Leeuwen & B. Snels (Eds.), Alles onder controle. Essays van de wetenschappelijke generatie X. (pp. ??-??). Utrecht: ISOR.
Hol, G.G.J.M., de Haan, M.J. & Kok, W.A.M. (1995). De effectiviteit van methodes voor aanvankelijk leesonderwijs. (260 p.). Utrecht: ISOR afd. Onderwijsonderzoek.
  1995 - Other output
M.J. de Haan (10.05.1995). Indiaanse concepten van onderwijs versus het schoolse concept: een analyse van instructiepatronen. Universiteit Utrecht, Utrecht, Voordracht Derde Conferentie Interactie-analytisch onderzoek.
M.J. de Haan (18.05.1995). Indiaanse informele instructie versus schoolse instructie. Poster gepresenteerd voor congres Ontwikkelingspsychologie in Nederland.
  1994 - Scholarly publications
de Haan, M.J. (1994). La practica educativa en la escuela unidocente en Costa Rica. (148 p.). San Josi: UNESCO/SIMED, Informe de investigacisn, nr.2.
  0 - Other output
M.J. de Haan (0). de Haan, M., & Leander, K. (2014). Learning from Navigating Diverse Worlds: The Networked Online Relationships of Immigrant and Native Youth in the Netherlands. Paper presented at AERA Annual Meeting 2014, Philadelphia, PA, United States. AERA Annual Meeting 2014.
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Gegenereerd op 2017-05-29 07:36:17

 Short summary of my research  
 
My research focuses on processes of learning and socialization in a diversity of settings with an emphasis on cultural diversity and the dynamics of processes of socialization in changing social worlds. Learning and development are seen as interrelated processes that are studied taking into account the dynamics between child development, social interaction and socio-cultural settings. 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. Specific attention is paid to the formation of youth as shaped by migration and digital media.

Socialization patterns and the relationships involved in the families of recent migrants are described as: a) creative adaptations to new asymmetries and imbalances in (school-based) knowledge between generations, and b) a dynamic of both confronting cultural forms and finding new solutions to culturally informed dilemmas in socialization processes.
Additionally, formal (multi-ethnic) educational settings are studied in which the focus is on diversity in the construction of knowledge construction, the discursive and interactive construction of ethnicity, and diversity in forms of reasoning. A recurring theme in my research is how practices of learning and socialization change and develop over time, both in institutional and in informal settings as well as how the dynamics between institutionalized and informal practices develop over time.

Gegenereerd op 2017-05-29 07:36:17

I am coordinating the Master Youth, Education and Society, while I am also responsible for our track 'Education, Youth and International Cooperation and Aid', and coordinating several courses in this program. The master will be open to English speaking students in the year 2016/2017. See for the webpage in Dutch (English in preparation):

http://www.uu.nl/masters/maatschappelijke-opvoedingsvraagstukken 

I am supervising Master thesis students for this program and coordinator of the Minor ‘Cultural Diversity’, Faculty of Social and Behavioral Sciences, Utrecht University which was designed to give students the possibilty to specialize in cultural diversity issues from several different disciplines, see http://www.uu.nl/university/minors/NL/Culturelediversiteit/Pages/default.aspx

Next to supervising PhD students, I am also supervising research master students for in the Research Master EdSci (Educational Sciences Learning and Interaction).

Gegenereerd op 2017-05-29 07:36:17
Additional functions and activities

None

Gegenereerd op 2017-05-29 07:36:17
Full name
prof. dr. M.J. de Haan Contact details
Martinus J. Langeveldgebouw

Heidelberglaan 1
Room F203
3584 CS  UTRECHT
The Netherlands


Phone number (direct) +31 30 253 7735
Phone number (department) +31 30 253 4601
Gegenereerd op 2017-05-29 07:36:17
Last updated 18.04.2017