Minority status and culture: local constructions of diversity in a classroom in the Netherlands

Abstract

In this paper, we explain diversity in knowledge‐sharing strategies in a multi‐ethnic classroom both from a minority status perspective and from a cultural production perspective. The analysis shows how these perspectives are dynamically related in local productions of diversity. The paper argues how, at the level of classroom practice, culturally learned experiences are shaped by status relationships and, at the same time, how status relationships are expressed in cultural formats. Moreover, it is also argued that at a larger social level, collective attitudes towards schooling develop as a co‐construction between cultural processes and status issues.

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