The educational experiences of Moroccan Dutch youth in the Netherlands: place-making against a backdrop of racism, discrimination and inequality

Abstract

ABSTRACTThis study focuses on life histories collected from Moroccan Dutch youth in Amsterdam and Rotterdam and describes their experiences in diverse programs of the Dutch secondary education system. The study questions whether the present Dutch educational system facilitates the ‘gaining of place’ for the youth within Dutch society or whether it diminishes their opportunities. This qualitative study uses participant observation and semi-structured interviews of 15 Moroccan Dutch male and female youth, aged 18–24, and of 3 Moroccan Dutch male and female adults, aged 35. Life histories of 7 of the youths and 3 of the adults were of particular focus. Presented are the key decision-making points, based on the multiple challenges and structural obstacles the youth encounter in upper and lower levels of secondary education. The findings of the study reveal that the youth have developed educational resilience and a positive self-image which rely on the support from peers, family and role models outside of the school environment. Highlighted are how the strengths and weaknesses of Dutch education policies can best be captured through the life history approach, and how intercultural education, renamed citizenship education since 2006, needs to be better implemented to benefit Moroccan Dutch youth.