Abstract
This article investigates whether Dutch education is suitable for (grand) children of immigrants, refugees and expats with children in mainstream education. The available Dutch sociological, educational and psychological research in education and, apart from that, the education output data are the input for this investigation. The conclusion is that Dutch education should examine their consciences because on all fronts (grand) children of immigrants, refugees and expats with children in mainstream education do worse in Dutch education than (grand) children of original Dutch heritage. Children of immigrants, refugees and expats with children in mainstream education often experience disadvantage and deprivation in Dutch education. UNESCO claims that Civil Society Organizations must be held responsible to prevent (grand) children of immigrants, refugees and expats from experiencing disadvantage and deprivation in Dutch education. The tasks of these Civil Society organisations are: a) hold states accountable for their legal obligations, b) bring education concerns to the attention of a state, c) safeguard the right to education, such as providing tailor-made education as a human right, and e) hold states responsible for violations, such as disadvantage, deprivation, discrimination and exclusion.
Highlights
The disadvantage and deprivation of children of immigrants and refugees by Dutch education is being investigated here [2]
Hypothesis A has been investigated here, the foregoing appears to support hypothesis C instead of hypothesis A
The question, whether Dutch education is tailored to children of originally foreign origin is again being raised. This time, different logics will be used as a reference in combination with the underlying question: "are these children unknowingly and unintendedly disadvantaged by Dutch education in their social, practical and academic skills [19]?"
Summary
The disadvantage and deprivation of (grand) children of immigrants and refugees (including expats with children in mainstream education) by Dutch education is being investigated here [2]. This research concerns pupils and students in Dutch education from the first to the fourth generation of immigrants and refugees. In this article they are considered as pupils and students, of foreign origin originally. For this investigation, they are compared with originally Dutch pupils and students. In order to be able to assert that with any authority, the framework "Education as a human right is used as a reference [1]."
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