How past experiences of being a student from a racially nondominant background shape the practices of current teachers in Dutch schools

Abstract

Despite awareness of the need for better teaching of students from nondominant backgrounds, few studies exist in Dutch research that position members of these groups as experts. Using a theoretical lens that centers culturally responsive pedagogical practices in the three domains of teaching, we conducted 14 interviews with teachers from racially minoritized groups who attended Dutch schools to understand how their experiences shape their current teaching. Findings suggest that participants' experiences with (not) belonging in school particularly shape their teaching in the domain of relationships. Participants also had deficit perspectives, highlighting the need to develop teachers’ critical consciousness.