Educating Immigrants in the Netherlands: Migration flows and educational policy in the twentieth century

Braster, Jacques F.A.; Andrés, María del Mar del Pozo

doi:10.1080/0030923010370106

Cited by 2 publications

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“…First, the Netherlands' status as a colonizer meant that the post-WWII influx of citizens from the former Dutch-speaking colonies (particularly Suriname and the Dutch Antilles) were assumed to blend into the school system relatively smoothly, as the structure was largely comparable to that of their home country (and language) (Rijkschroeff et al, 2005). Secondly, since as early as 1967, larger cities had left embassies, NGOs and private entities in charge of instruction in the mother tongue, similarly to the German approach (Braster and del Mar del Pozo Andrés, 2001). This meant migrant children were either presumed to be like their Dutch counterparts or simply not visible, and therefore not detectable, in the mainstream schools (Driessen and van der Grinten, 1994;Driessen, 2004).…”

Section: The Netherlandsmentioning

confidence: 99%

Migrants and Welfare States

2022

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in Copenhagen and as a Researcher at the Luxembourg Institute of Socio-Economic Research (LISER). ADC's research focuses on migrations flows, labour and educational outcomes of immigrants, neighbourhood dynamics and immigrant integration. ADC is a member of the SocMap Research group at the Department of Sociology and Social Work and is also affiliated with the Center for Displacement, Migration and Integration (MIX) and the Centre for Comparative Welfare States (CCWS).Lanciné E.N. Diop (LEND) is Assistant Professor at the Department of Politics and Society with a main affiliation to the Centre for Comparative Welfare States (CCWS) and the Center for Displacement, Migration and Integration (MIX). LEND's research primarily focuses on the areas of modelling asylum seeker flows, migration flows and their consequences for integration. His current research aims at investigating contact between migrants and natives in the workplace and its consequences for integration (this project is called MN-Contact and is led by Prof. Christian Albrekt Larsen and funded by DFF). Furthermore, LEND is involved in the Horizon2020 project, FUME (Future Migration Scenarios for Europe), which aims at gaining a deeper understanding of migration by revisiting the patterns, motivation and modalities of migration from the perspective both of sending countries and receiving countries. LEND has also previously been employed as a postdoc at the

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Section: The Netherlandsmentioning

confidence: 99%

Migrants and Welfare States

2022

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“…Firstly, the Netherlands’ status as a coloniser meant that the post-WWII influx of citizens from the former Dutch-speaking colonies (particularly Suriname and the Dutch Antilles) were assumed to blend into the school system relatively smoothly, as the structure was largely comparable to that of their home country (and language) (Rijkschroeff et al, 2005). Secondly, since as early as 1967, larger cities had left embassies, NGOs and private entities in charge of instruction in the mother tongue, similarly to the German approach (Braster and del Pozo Andrés, 2001). This resulted in migrant children living unproblematised parallel lives to their Dutch counterparts (Driessen, 2004; Driessen and Van Tier Grinten, 1994).…”

Section: Policy and Practices Of Migrant Education As The Processes O...mentioning

confidence: 99%

Educating to belong: Policy and practice of mother-tongue instruction for migrant students in the Danish welfare state

Enemark

2021

European Educational Research Journal

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This article explores how the development of mother-tongue instruction (MTI) policies in the Danish welfare state have created varying notions of difference and sameness in the schooling of migrant students and how they experience these notions locally in practice. Based on an analysis of MTI’s policy history and oral history interviews with former migrant students, we analyse MTI policy development within the Danish welfare state as a primary case and discusses whether these developments seem to be unique to the Danish welfare state by considering (West) Germany, the Netherlands and Sweden as a comparative perspective. Noting the paradoxes and dynamics of the welfare-state policy of ‘school for all under one roof’ at the intersections between the policy and practice level, we posit that migrant students are regulated as a homogeneous group that is expected to be ‘the same’ but is simultaneously considered to be ‘different’ from other, majority students. The findings thus reveal the paradox of welfare-state education policies and practice: while macro scale policy for migrant education aims to emphasise difference through MTI, the social consequences at the micro level show the opposite; namely, that MTI produces feelings of sameness and belonging among migrant students.

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Educating Immigrants in the Netherlands: Migration flows and educational policy in the twentieth century

Cited by 2 publications

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Migrants and Welfare States

Migrants and Welfare States

Educating to belong: Policy and practice of mother-tongue instruction for migrant students in the Danish welfare state

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