Coming of age in Dutch schools

Abstract

In this article we compare research we did 30 years ago in Dutch schools among youth of diverse ethnic backgrounds about their identities with today’s research evidence. Taking the position that education is a site for implicit and explicit identity development mediated by the social conditions in which young people grow up and the political climate regarding multiculturalism and inclusiveness, we sketch a picture of changing frameworks relating to education and multicultural societies and a picture of developments in the identification with others and society of urban youth of different descent. The possibility to meet in ethnically mixed schools, a meaningful curriculum and qualified teachers to guide the processes of identity development of all students towards the ideal of inclu- siveness are among the features of education taken into account. Lessons that can be learned for the research agenda are reflected in the discussion.