Sociaal-
culturele
Periode 1 2024
contexten
Hoorcolleges
Voorderhake, E. (Eline)
RADBOUD UNIVERSITEIT
,Inhoudsopgave
HC 1 – INLEIDING (03-09)...................................................................................5
ORTHOPEDAGOGIEK................................................................................................................. 5
SEKSE-SPECIFIEKE PROBLEMATIEK............................................................................................... 5
PSYCHO-SOCIALE PROBLEMEN LHBT........................................................................................... 5
ETNICITEIT-SPECIFIEKE PROBLEMATIEK.......................................................................................... 5
VERKLARINGEN....................................................................................................................... 6
HERKOMST GENDER, SEKSUELE CULTURELE EN ETNISCHE VERSCHILLEN IN PROBLEMATIEK.......................6
Artikel de Jong: verklaringen in verschillen in culturen...................................................6
NORMATIVITEIT....................................................................................................................... 7
WEIRD Science............................................................................................................... 8
HC 2 – GENDER, SEKSE, SEKSUALITEITEN (06-09)................................................9
WIE BEN JE?........................................................................................................................... 9
DEFINITIES............................................................................................................................. 9
KINDEREN MET GENDER IDENTITEIT STOORNIS..............................................................................9
INLEIDING PEDAGOGIEK (HERHALING): GENDER SOCIALISERING EN GENDEREXPRESSIE.........................10
SAMENHANG SEKSUALITEIT EN GENDEREXPRESSIE........................................................................10
OORZAKEN ‘SEKSE SPECIFIEKE PROBLEMATIEKEN’.........................................................................10
HC 3 – ETNICITEITEN, CULTUUR, RELIGIE EN KLASSE (10-09)...............................11
KENMERKEN BEVOLKING NEDERLAND........................................................................................11
REDENEN OM TE EMIGREREN..................................................................................................11
VERSCHIL TUSSEN/ BINNEN MIGRATIELANDEN..............................................................................11
......................................................................................................................................... 12
CULTUUR?........................................................................................................................... 13
CULTURELE TRANSMISSIE......................................................................................................... 13
INTEGRATIE EN ACCULTURATIE..................................................................................................13
Acculturatiestrategieën van dominante groep..............................................................14
Acculturatie strategieën van dominante groep.............................................................14
Problemen met integratie............................................................................................. 14
Levensbeschouwing/ geloof.......................................................................................... 15
VERSCHILLEN TUSSEN MIGRANTEN............................................................................................ 15
Sociale en culturele contexten: ongelijkheden analyseren op verschillende dimensies15
Diversiteiten van belang voor hulpverleners................................................................16
HC 4 – LAGEN ANALYSE SOCIALE DIMENSIE (13-09)............................................17
INTERSECTIONALITEITEN.......................................................................................................... 17
ONGELIJKHEDEN: BARRIÈRES VOOR CARE....................................................................................17
Cultural influences on mental health model.................................................................17
DIVERSITEITEN VAN BELANG VOOR ORTHOPEDAGOGEN..................................................................17
HOE ZORGEN DIVERSITEITEN VOOR ONGELIJKHEDEN? HOE ANALYSEREN?..........................................18
OP WELKE NIVEAUS ZORGEN DIVERSITEITEN VOOR ONGELIJKHEDEN?................................................18
LAGENMODEL....................................................................................................................... 18
LAGENMODEL: WERKING VAN DIVERSITEITEN IN KAART BRENGEN.....................................................19
SOCIALE CONTEXT: BOURDIEU................................................................................................. 19
VOORBEELDEN VAN DIVERSITEITEN IN INTERSECTIES M.B.T KAPITAAL-BEZIT......................................20
Economisch kapitaal..................................................................................................... 20
VOORBEELDEN VAN DIVERSITEITEN EN INTERSECTIES....................................................................21
Cultureel kapitaal......................................................................................................... 21
Sociaal kapitaal............................................................................................................ 21
HC 5 –SYMBOLISCH NIVEAU/ CULTURELE CONTEXTEN: DOMINANTE WAARDEN IN
ONZE SAMENLEVING (17-09)............................................................................22
SOCIAAL KAPITAAL................................................................................................................. 22
SOCIALE NETWERKEN............................................................................................................. 22
VOORBEELD VAN BELANG SOCIAAL KAPITAAL EN PLAATS KLASSE......................................................22
GROWNING UP IN POOR NEIGHBOURHOODS................................................................................22
, TAKE HOME MESSAGE............................................................................................................ 23
SYMBOLISCHE NIVEAU – CULTURELE CONTEXT..............................................................................23
Down syndroom ‘blessing of probleem’........................................................................23
‘De depressie-epidimie; over de plicht het lot in eigen hand te nemen’.......................24
Hiërarchie in waardes: gender......................................................................................24
KENSCHETS VAN DE SAMENLEVING............................................................................................ 24
Explicatie en impliciete socialisatie..............................................................................25
UBUNTU.............................................................................................................................. 25
MERITOCRATISCHE, INDIVIDUALISTISCHE WAARDEN VERSUS COLLECTIVISME.......................................25
ZEKERHEID VERSUS VERTROUWEN............................................................................................26
COLLECTIVISME VERSUS INDIVIDUALISME....................................................................................26
KRITIEK OP INDIVIDUALISME/ COLLECTIVISME MODEL.....................................................................26
HC 6 – DIVERSITEITEN EN ONGELIJKHEDEN: LAGENANALYSE EN HET BELANG VAN
DE CULTURELE CONTEXT (20-09)......................................................................27
SYMBOLISCH NIVEAU – CULTURELE CONTEXT...............................................................................27
SYMBOLISCH NIVEAU’ VERWACHTINGEN......................................................................................27
MOTIEVEN VOOR STEREOTYPERING EN GROEPSVORMING................................................................27
ARTIKEL FISKE...................................................................................................................... 28
TEACHER EXPECTATIONS AND SELF-FULFILLING PROPHECIES............................................................28
GEIS: SELFFULFILLING PROPHECY.............................................................................................. 28
BENJAMIN: DISCOURSES ROND VROUWEN EN ‘SPECIAL NEEDS STUDENTS’.........................................29
Charity/ tragedy discours van disability........................................................................29
HC 7 – LAGEN ANALYSE NORMALISERING, SOCIALISERING EN OPVOEDING
INDIVIDUELE NIVEAU (24-09)...........................................................................30
LAGEN WERKING OP INDIVIDUEEL NIVEAU: INVLOED OP GEDRAG/ GEVOEL/ KENNIS...............................30
SELF-FULFFILING PROPHECY ROLLENSPEL ‘OORLOG TEGEN DE ANDER’.............................................30
Van beeld, discours of stereotype naar persoon...........................................................30
NORMALISERINGSMACHT......................................................................................................... 31
MICHEL FOUCAULT OVER MACHT...............................................................................................31
Panopticum................................................................................................................... 32
VOORBEELD WERKING LAGEN: VERSCHILLEN COPING GEDRAG.........................................................32
OPVOEDING......................................................................................................................... 33
Keller: attachment and culture.....................................................................................33
OPVOEDINGSFILOSOFIE VAN OUDERS......................................................................................... 33
OPVOEDINGSSTIJLEN.............................................................................................................. 33
Pels et al....................................................................................................................... 34
Andere indelingen in waardensystemen.......................................................................34
HC 8 – ONDERWIJS (27-09)...............................................................................35
WAARIN VERSCHILLEN MENSEN VAN ELKAAR?..............................................................................35
ONDERWIJSSTIJLEN................................................................................................................. 35
Intent community Participation; situationeel leren.......................................................35
Assembly-Line Instruction............................................................................................. 35
Guide Repitition............................................................................................................ 35
PELS, DISTELBRINK & POSTMA (2009).....................................................................................35
ETNOCENTRISME................................................................................................................... 36
Gevolgen van etnocentrisme (Grusec/ Hastings)..........................................................36
Delgado Bernal............................................................................................................. 36
HOE ZIET ‘DOING GENDER’ ERUIT OP SCHOOL?...........................................................................36
Dominante waarden op school.....................................................................................37
Schoolprestaties: krant/ actualiteiten en rapporten......................................................37
Schoolprestaties........................................................................................................... 37
Masculinity studies....................................................................................................... 37
Artikel Frosh/ Phoenix: Interviews.................................................................................38
HC 9 – CULTUURSPECIFIEKE PROBLEMATIEKEN EN BARRIÈRES VOOR
HULPVERLENING (01-10)..................................................................................39
VORIGE COLLEGE.................................................................................................................. 39
, Wat kan docent/ school doen?......................................................................................39
‘Hegemonic white values’ (Crozier; Gillborn)................................................................39
Samenvatting college over onderwijs...........................................................................39
VERKLARINGEN VERSCHILLEN IN VOORKOMEN EN SOORTEN PROBLEMATIEKEN (OPFRISSER)...................39
Jongeren met migratieachtergrond in de jeugdzorg.....................................................40
Entniciteit specifieke oorzaken.....................................................................................40
Risicofactoren jongeren met migratieachtergrond (Eldering).......................................41
Verschillen problematieken Antilliaanse en Surinaamse jongeren met gemiddelde.....41
Verklaringen voor Turkse en Marokkaanse jongeren.....................................................41
De Anstiss et al: help seeking in young refugees..........................................................41
Toegang tot hulpverlening; diagnostiek........................................................................42
De Anstiss et al: barrières voor hulpverlening..............................................................43
Perceived need for help (Fassaert)...............................................................................43
Cauce et al (2002) Influences in mental health help seeking.......................................43
Andere klachtenpresentatie/ probleemdefinitie............................................................43
Besluit hulp te zoeken; keuze hulp aanbieder (Cauce).................................................43
HC 10 -CULTUUR SENSITIEVE HULPVERLENERS (04-10)......................................45
KEUZE HULPVERLENER: HULP DOOR TRADITIONELE (GEBEDS)GENEZERS (ZIE O.A. HOFFER)..................45
CULTUURSENSITIEVE THERAPIE (KNIPSCHEER/ KLEBER 2005).........................................................45
Problemen met cultureel aanpassen............................................................................45
Onderzoek bij consultatiebureaus (van der Zwaard)....................................................45
SUE/ ZANE (2009) CULTURAL TECHNIQUES IN PSYCHOTHERAPY......................................................46
WAT KAN EEN THERAPEUT DOEN (SUE/ ZANE)............................................................................46
COMMON FACTORS: LAMBERT’S PIE...........................................................................................46
CULTURAL SENSITIVITY/ RESPONSIVE CARE..................................................................................47
KAGAWA-SINGER AND KASSIM-LAKHA (2003)............................................................................47
KORTMANN: THEORETISCHE MODE............................................................................................47
Fasen in geneeskundige proces (Kortmann).................................................................47
Het wordt lastig bij verschillen in waarden...................................................................48
CULTUUR SENSITIEVE THERAPEUT.............................................................................................. 48
Trans-sensitieve therapeut........................................................................................... 48
MICROAGRESSIE.................................................................................................................... 48
Micro-agressie vs Discriminatie....................................................................................48
Wat is het probleem?.................................................................................................... 49
Herkennen microagressie............................................................................................. 49
Wat kun je ertegen doen?............................................................................................. 50
IMPLICATIONS FOR TREATMENT, EDUCATION & CARE.....................................................................50
HC 11 – DE SOCIALE CULTURELE, EN ECOLOGISCHE NICHE VAN ONTWIKKELING (08-
10)................................................................................................................. 51
DIVERSE CONTEXTEN............................................................................................................. 51
Diverse contexten als uitdaging...................................................................................51
Diverse contexten als ‘resource’..................................................................................51
DEVELOPMENTAL NICHE FRAMEWORK (CHARLES SUPER & SARA HARKNESS).....................................51
ETHNOTHEORIES................................................................................................................... 51
DOEL VAN HET ONDERWIJS...................................................................................................... 52
Hoe halen we die doelen?............................................................................................. 52
Doel onderwijs?............................................................................................................ 52
Vrijheid van onderwijs.................................................................................................. 52
Sociale cohesie en onderwijs........................................................................................52
HC 12 – DIVERSITEIT IN ONDERWIJSOMGEVING..................................................53
DE PLANETAIRE NICHE VAN ONTWIKKELING..................................................................................53
Planetaire crisis............................................................................................................ 53
Positieve effecten natuurlijke omgeving.......................................................................53
DOEL VAN HET ONDERWIJS...................................................................................................... 53
Bonding and bridging capital........................................................................................54
RACISME EN DISCRIMINATIE IN HET ONDERWIJS............................................................................54
Stigma en vooroordelen............................................................................................... 54
culturele
Periode 1 2024
contexten
Hoorcolleges
Voorderhake, E. (Eline)
RADBOUD UNIVERSITEIT
,Inhoudsopgave
HC 1 – INLEIDING (03-09)...................................................................................5
ORTHOPEDAGOGIEK................................................................................................................. 5
SEKSE-SPECIFIEKE PROBLEMATIEK............................................................................................... 5
PSYCHO-SOCIALE PROBLEMEN LHBT........................................................................................... 5
ETNICITEIT-SPECIFIEKE PROBLEMATIEK.......................................................................................... 5
VERKLARINGEN....................................................................................................................... 6
HERKOMST GENDER, SEKSUELE CULTURELE EN ETNISCHE VERSCHILLEN IN PROBLEMATIEK.......................6
Artikel de Jong: verklaringen in verschillen in culturen...................................................6
NORMATIVITEIT....................................................................................................................... 7
WEIRD Science............................................................................................................... 8
HC 2 – GENDER, SEKSE, SEKSUALITEITEN (06-09)................................................9
WIE BEN JE?........................................................................................................................... 9
DEFINITIES............................................................................................................................. 9
KINDEREN MET GENDER IDENTITEIT STOORNIS..............................................................................9
INLEIDING PEDAGOGIEK (HERHALING): GENDER SOCIALISERING EN GENDEREXPRESSIE.........................10
SAMENHANG SEKSUALITEIT EN GENDEREXPRESSIE........................................................................10
OORZAKEN ‘SEKSE SPECIFIEKE PROBLEMATIEKEN’.........................................................................10
HC 3 – ETNICITEITEN, CULTUUR, RELIGIE EN KLASSE (10-09)...............................11
KENMERKEN BEVOLKING NEDERLAND........................................................................................11
REDENEN OM TE EMIGREREN..................................................................................................11
VERSCHIL TUSSEN/ BINNEN MIGRATIELANDEN..............................................................................11
......................................................................................................................................... 12
CULTUUR?........................................................................................................................... 13
CULTURELE TRANSMISSIE......................................................................................................... 13
INTEGRATIE EN ACCULTURATIE..................................................................................................13
Acculturatiestrategieën van dominante groep..............................................................14
Acculturatie strategieën van dominante groep.............................................................14
Problemen met integratie............................................................................................. 14
Levensbeschouwing/ geloof.......................................................................................... 15
VERSCHILLEN TUSSEN MIGRANTEN............................................................................................ 15
Sociale en culturele contexten: ongelijkheden analyseren op verschillende dimensies15
Diversiteiten van belang voor hulpverleners................................................................16
HC 4 – LAGEN ANALYSE SOCIALE DIMENSIE (13-09)............................................17
INTERSECTIONALITEITEN.......................................................................................................... 17
ONGELIJKHEDEN: BARRIÈRES VOOR CARE....................................................................................17
Cultural influences on mental health model.................................................................17
DIVERSITEITEN VAN BELANG VOOR ORTHOPEDAGOGEN..................................................................17
HOE ZORGEN DIVERSITEITEN VOOR ONGELIJKHEDEN? HOE ANALYSEREN?..........................................18
OP WELKE NIVEAUS ZORGEN DIVERSITEITEN VOOR ONGELIJKHEDEN?................................................18
LAGENMODEL....................................................................................................................... 18
LAGENMODEL: WERKING VAN DIVERSITEITEN IN KAART BRENGEN.....................................................19
SOCIALE CONTEXT: BOURDIEU................................................................................................. 19
VOORBEELDEN VAN DIVERSITEITEN IN INTERSECTIES M.B.T KAPITAAL-BEZIT......................................20
Economisch kapitaal..................................................................................................... 20
VOORBEELDEN VAN DIVERSITEITEN EN INTERSECTIES....................................................................21
Cultureel kapitaal......................................................................................................... 21
Sociaal kapitaal............................................................................................................ 21
HC 5 –SYMBOLISCH NIVEAU/ CULTURELE CONTEXTEN: DOMINANTE WAARDEN IN
ONZE SAMENLEVING (17-09)............................................................................22
SOCIAAL KAPITAAL................................................................................................................. 22
SOCIALE NETWERKEN............................................................................................................. 22
VOORBEELD VAN BELANG SOCIAAL KAPITAAL EN PLAATS KLASSE......................................................22
GROWNING UP IN POOR NEIGHBOURHOODS................................................................................22
, TAKE HOME MESSAGE............................................................................................................ 23
SYMBOLISCHE NIVEAU – CULTURELE CONTEXT..............................................................................23
Down syndroom ‘blessing of probleem’........................................................................23
‘De depressie-epidimie; over de plicht het lot in eigen hand te nemen’.......................24
Hiërarchie in waardes: gender......................................................................................24
KENSCHETS VAN DE SAMENLEVING............................................................................................ 24
Explicatie en impliciete socialisatie..............................................................................25
UBUNTU.............................................................................................................................. 25
MERITOCRATISCHE, INDIVIDUALISTISCHE WAARDEN VERSUS COLLECTIVISME.......................................25
ZEKERHEID VERSUS VERTROUWEN............................................................................................26
COLLECTIVISME VERSUS INDIVIDUALISME....................................................................................26
KRITIEK OP INDIVIDUALISME/ COLLECTIVISME MODEL.....................................................................26
HC 6 – DIVERSITEITEN EN ONGELIJKHEDEN: LAGENANALYSE EN HET BELANG VAN
DE CULTURELE CONTEXT (20-09)......................................................................27
SYMBOLISCH NIVEAU – CULTURELE CONTEXT...............................................................................27
SYMBOLISCH NIVEAU’ VERWACHTINGEN......................................................................................27
MOTIEVEN VOOR STEREOTYPERING EN GROEPSVORMING................................................................27
ARTIKEL FISKE...................................................................................................................... 28
TEACHER EXPECTATIONS AND SELF-FULFILLING PROPHECIES............................................................28
GEIS: SELFFULFILLING PROPHECY.............................................................................................. 28
BENJAMIN: DISCOURSES ROND VROUWEN EN ‘SPECIAL NEEDS STUDENTS’.........................................29
Charity/ tragedy discours van disability........................................................................29
HC 7 – LAGEN ANALYSE NORMALISERING, SOCIALISERING EN OPVOEDING
INDIVIDUELE NIVEAU (24-09)...........................................................................30
LAGEN WERKING OP INDIVIDUEEL NIVEAU: INVLOED OP GEDRAG/ GEVOEL/ KENNIS...............................30
SELF-FULFFILING PROPHECY ROLLENSPEL ‘OORLOG TEGEN DE ANDER’.............................................30
Van beeld, discours of stereotype naar persoon...........................................................30
NORMALISERINGSMACHT......................................................................................................... 31
MICHEL FOUCAULT OVER MACHT...............................................................................................31
Panopticum................................................................................................................... 32
VOORBEELD WERKING LAGEN: VERSCHILLEN COPING GEDRAG.........................................................32
OPVOEDING......................................................................................................................... 33
Keller: attachment and culture.....................................................................................33
OPVOEDINGSFILOSOFIE VAN OUDERS......................................................................................... 33
OPVOEDINGSSTIJLEN.............................................................................................................. 33
Pels et al....................................................................................................................... 34
Andere indelingen in waardensystemen.......................................................................34
HC 8 – ONDERWIJS (27-09)...............................................................................35
WAARIN VERSCHILLEN MENSEN VAN ELKAAR?..............................................................................35
ONDERWIJSSTIJLEN................................................................................................................. 35
Intent community Participation; situationeel leren.......................................................35
Assembly-Line Instruction............................................................................................. 35
Guide Repitition............................................................................................................ 35
PELS, DISTELBRINK & POSTMA (2009).....................................................................................35
ETNOCENTRISME................................................................................................................... 36
Gevolgen van etnocentrisme (Grusec/ Hastings)..........................................................36
Delgado Bernal............................................................................................................. 36
HOE ZIET ‘DOING GENDER’ ERUIT OP SCHOOL?...........................................................................36
Dominante waarden op school.....................................................................................37
Schoolprestaties: krant/ actualiteiten en rapporten......................................................37
Schoolprestaties........................................................................................................... 37
Masculinity studies....................................................................................................... 37
Artikel Frosh/ Phoenix: Interviews.................................................................................38
HC 9 – CULTUURSPECIFIEKE PROBLEMATIEKEN EN BARRIÈRES VOOR
HULPVERLENING (01-10)..................................................................................39
VORIGE COLLEGE.................................................................................................................. 39
, Wat kan docent/ school doen?......................................................................................39
‘Hegemonic white values’ (Crozier; Gillborn)................................................................39
Samenvatting college over onderwijs...........................................................................39
VERKLARINGEN VERSCHILLEN IN VOORKOMEN EN SOORTEN PROBLEMATIEKEN (OPFRISSER)...................39
Jongeren met migratieachtergrond in de jeugdzorg.....................................................40
Entniciteit specifieke oorzaken.....................................................................................40
Risicofactoren jongeren met migratieachtergrond (Eldering).......................................41
Verschillen problematieken Antilliaanse en Surinaamse jongeren met gemiddelde.....41
Verklaringen voor Turkse en Marokkaanse jongeren.....................................................41
De Anstiss et al: help seeking in young refugees..........................................................41
Toegang tot hulpverlening; diagnostiek........................................................................42
De Anstiss et al: barrières voor hulpverlening..............................................................43
Perceived need for help (Fassaert)...............................................................................43
Cauce et al (2002) Influences in mental health help seeking.......................................43
Andere klachtenpresentatie/ probleemdefinitie............................................................43
Besluit hulp te zoeken; keuze hulp aanbieder (Cauce).................................................43
HC 10 -CULTUUR SENSITIEVE HULPVERLENERS (04-10)......................................45
KEUZE HULPVERLENER: HULP DOOR TRADITIONELE (GEBEDS)GENEZERS (ZIE O.A. HOFFER)..................45
CULTUURSENSITIEVE THERAPIE (KNIPSCHEER/ KLEBER 2005).........................................................45
Problemen met cultureel aanpassen............................................................................45
Onderzoek bij consultatiebureaus (van der Zwaard)....................................................45
SUE/ ZANE (2009) CULTURAL TECHNIQUES IN PSYCHOTHERAPY......................................................46
WAT KAN EEN THERAPEUT DOEN (SUE/ ZANE)............................................................................46
COMMON FACTORS: LAMBERT’S PIE...........................................................................................46
CULTURAL SENSITIVITY/ RESPONSIVE CARE..................................................................................47
KAGAWA-SINGER AND KASSIM-LAKHA (2003)............................................................................47
KORTMANN: THEORETISCHE MODE............................................................................................47
Fasen in geneeskundige proces (Kortmann).................................................................47
Het wordt lastig bij verschillen in waarden...................................................................48
CULTUUR SENSITIEVE THERAPEUT.............................................................................................. 48
Trans-sensitieve therapeut........................................................................................... 48
MICROAGRESSIE.................................................................................................................... 48
Micro-agressie vs Discriminatie....................................................................................48
Wat is het probleem?.................................................................................................... 49
Herkennen microagressie............................................................................................. 49
Wat kun je ertegen doen?............................................................................................. 50
IMPLICATIONS FOR TREATMENT, EDUCATION & CARE.....................................................................50
HC 11 – DE SOCIALE CULTURELE, EN ECOLOGISCHE NICHE VAN ONTWIKKELING (08-
10)................................................................................................................. 51
DIVERSE CONTEXTEN............................................................................................................. 51
Diverse contexten als uitdaging...................................................................................51
Diverse contexten als ‘resource’..................................................................................51
DEVELOPMENTAL NICHE FRAMEWORK (CHARLES SUPER & SARA HARKNESS).....................................51
ETHNOTHEORIES................................................................................................................... 51
DOEL VAN HET ONDERWIJS...................................................................................................... 52
Hoe halen we die doelen?............................................................................................. 52
Doel onderwijs?............................................................................................................ 52
Vrijheid van onderwijs.................................................................................................. 52
Sociale cohesie en onderwijs........................................................................................52
HC 12 – DIVERSITEIT IN ONDERWIJSOMGEVING..................................................53
DE PLANETAIRE NICHE VAN ONTWIKKELING..................................................................................53
Planetaire crisis............................................................................................................ 53
Positieve effecten natuurlijke omgeving.......................................................................53
DOEL VAN HET ONDERWIJS...................................................................................................... 53
Bonding and bridging capital........................................................................................54
RACISME EN DISCRIMINATIE IN HET ONDERWIJS............................................................................54
Stigma en vooroordelen............................................................................................... 54
