100 Chapter 2 consortium, which were summarised in a published paper (de Voogd et al., 2024), will be presented in Section 5 (7). 2.3.2 Meta-ethnography of WCD-related studies When it comes to WCD, all of the aforementioned studies seem very clear what they are talking about, although they all use different terms and definitions. To obtain a clear vision of what binds them together and what separates them, 13 studies are selected, read and re-read, and brought together in a matrix (Appendix 1) to determine how the phrases, ideas and concepts are related. Six of the selected articles are directly linked to the ASCD, three to the association itself (ASCD, 2004, 2007, 2012) and three to the September 2005 special edition of Educational Leadership (Eisner; Noddings; Scherer, 2005). Zigler and Bishop-Josef’s (2005) contribution to the Yale Conference is also present, as is the AIR (2017) report, the Aspen Institute (2018) report, the NIVOZ Foundation (2018) study from the Netherlands, the ACER (2019) study from Australia, the LEI/WCDL (2019) study from Portugal and Spain and the first theoretical findings of the Dutch research consortium led by the NIVOZ Foundation (2020; internal document). In the first row of the matrix, five studies are marked with a ‘P’. This refers to the Porticus Foundation, a worldwide working foundation for charity supported by the Dutch Brenninkmeijer family, which has taken an interest in WCD and co-financed several studies into the concept. It is interesting to see how the influence of the Porticus Foundation has influenced WCD in a more religious way over time. In the matrix, this becomes visible in the strengthening, with time, of the accent on values- and spiritual-based learning; however, these elements were already present beforehand. To translate the studies into each other, and thereby to synthesise them, in the first row of the matrix several central indicators are also stipulated. What does each study say about its central goal(s)? What aspects of the child are (repeatedly) mentioned in the study? What other aspects, less directly connected to the person, are mentioned? What elements of support for the process of educating the child are mentioned? What trends or elements in the realm of education are criticised in the study? What kinds of semantics are employed? The penultimate question seems, in the context of the matrix, to especially produce results. Indicating what overlaps are to be found in what the studies are up against appears to be indicative of what they stand for. Thus, the second question also produces results. Here, the answers are ordered not 7 A summary of this section was published as part of a peer-reviewed article (van Olst, 2023a).
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