95 WCD as a (W(H)olistic Response 2 worldwide regarding what to call it (4). Therefore, WCE will be studied via a comparison of a range of selected documents and studies published in the first 15 years following the concept’s appearance around 2005. In the first part of this section, the history of WCE as a phenomenon will be described as a result of a growing movement towards a whole child approach (3.1). The second subsection will be dedicated to describing WCE based on an analysis of the central terms derived from a number of studies on WCE and subjected to a process of coding into a matrix. In this way, I will start to define the growing agreement on what WCE is, what it entails, what it advocates and what it rejects (3.2). The matrix (available in Appendix 1 of this dissertation) forms the core of this section and helps to demonstrate what WCE is or, at least, what it wants to be, whereas the more in-depth discussion in Section 4 identifies and clarifies its relation to holism and wholism more profoundly. The document analysis leading to the matrix is based on one of the most inductive methods for qualitative research into primary sources, which was introduced by Noblit and Hare (1988) in the field of cultural anthropology under the name of metaethnography. It helps to define a (cultural) phenomenon from a number of 4 In the Dutch research consortium (2020–2024) led by the NIVOZ Foundation, we spoke of WCD. This section, which was written at the start of the project and considers the developments until 2020, starts by speaking of WCE, although it gradually shifts to WCD. In Section 5, which was presented at the end of the project, I will define what we understand as WCD or broad formative education.
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