Non-conformisme van leerlingen: Afhaken in de klasseninteractie

Abstract

This article addresses student disengagement and relates it to the pedagogical approach in the math classes within the two multi-ethnic schools under study. More specifically, the social norms underlying classroom interactions are analysed for their correspondence with 'youth interaction modes', with how adolescents interact when they are among themselves. Also, students' and teachers' perceptions of non-participation, its ethnic distribution and relation to the pedagogical context are described. The findings suggest that the relational needs of students, as well as the feasibility of 'interactive' and peer-mediated methods of teaching in the multi-ethnic classroom, merit more study.