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The myth of the Phoenix: progressive education, migration and the shaping of the welfare state, 1985-2015

Cedric Goossens (UGent) and Angelo Van Gorp (UGent)
(2016) PAEDAGOGICA HISTORICA. 52(5). p.467-484
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Abstract
Since the 1970s, many western welfare states have been subject both to increased migration and to a renewed interest in progressive education. The present article addresses the question of whether these two phenomena are related and how changing notions of the welfare state shape and are shaped by this relationship. To answer the question, we concentrate our attention on the case study of Ghent (Belgium), which from the 1970s onwards has been characterised not only by a growing ethnic diversity but also by a renewed interest in progressive educational initiatives. Drawing on oral history with key figures in the local educational field and research in school archives, this article indicates that progressive initiatives in the last few decades have indeed emerged as an answer to migration patterns. But whereas initial initiatives in the 1980s arose from an endeavour to cater for the migrant child, some recent initiatives arose from an attempt to exclude the same child.
Keywords
education market, exclusion, gentrification, Progressive education, migration

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Chicago
Goossens, Cedric, and Angelo Van Gorp. 2016. “The Myth of the Phoenix: Progressive Education, Migration and the Shaping of the Welfare State, 1985-2015.” Paedagogica Historica 52 (5): 467–484.
APA
Goossens, Cedric, & Van Gorp, A. (2016). The myth of the Phoenix: progressive education, migration and the shaping of the welfare state, 1985-2015. PAEDAGOGICA HISTORICA, 52(5), 467–484.
Vancouver
1.
Goossens C, Van Gorp A. The myth of the Phoenix: progressive education, migration and the shaping of the welfare state, 1985-2015. PAEDAGOGICA HISTORICA. 2016;52(5):467–84.
MLA
Goossens, Cedric, and Angelo Van Gorp. “The Myth of the Phoenix: Progressive Education, Migration and the Shaping of the Welfare State, 1985-2015.” PAEDAGOGICA HISTORICA 52.5 (2016): 467–484. Print.
@article{7899343,
  abstract     = {Since the 1970s, many western welfare states have been subject both to increased migration and to a renewed interest in progressive education. The present article addresses the question of whether these two phenomena are related and how changing notions of the welfare state shape and are shaped by this relationship. To answer the question, we concentrate our attention on the case study of Ghent (Belgium), which from the 1970s onwards has been characterised not only by a growing ethnic diversity but also by a renewed interest in progressive educational initiatives. Drawing on oral history with key figures in the local educational field and research in school archives, this article indicates that progressive initiatives in the last few decades have indeed emerged as an answer to migration patterns. But whereas initial initiatives in the 1980s arose from an endeavour to cater for the migrant child, some recent initiatives arose from an attempt to exclude the same child.},
  author       = {Goossens, Cedric and Van Gorp, Angelo},
  issn         = {0030-9230},
  journal      = {PAEDAGOGICA HISTORICA},
  keyword      = {education market,exclusion,gentrification,Progressive education,migration},
  language     = {eng},
  number       = {5},
  pages        = {467--484},
  title        = {The myth of the Phoenix: progressive education, migration and the shaping of the welfare state, 1985-2015},
  url          = {http://dx.doi.org/10.1080/00309230.2016.1197287},
  volume       = {52},
  year         = {2016},
}

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