Educational Reception in Rotterdam and Barcelona: Policies, Practices and Gaps

Educational Reception in Rotterdam and Barcelona: Policies, Practices and Gaps

by Maria Bruquetas Callejo

Hardcover

$136.00

Product Details

ISBN-13: 9789089646446
Publisher: Amsterdam University Press
Publication date: 09/15/2015
Series: IMISCOE Research
Pages: 324
Product dimensions: 6.10(w) x 9.20(h) x 0.90(d)

About the Author


María Bruquetas-Callejo is a research fellow in the Department of Political Science and the Institute of Migration and Ethnic Studies at the University of Amsterdam.

Table of Contents

Acknowledgments 9

1 The puzzle 11

1.1 Two bodies of literature: National regimes of citizenship and the migration policy gap 16

1.2 Research strategy and case selection 18

1.3 Collection of data 23

1.4 Outline of the book 25

2 Studying practices of educational reception 27

2.1 Delimitating practices of educational reception 29

2.2 Explaining compliance with and deviation from policy practices in the migration field 32

2.3 Analytical framework to study coordination/discrepancies between policies and practices 40

2.4 Questions guiding the study 60

3 The institutional context of reception practices 63

3.1 The Netherlands 63

3.2 Spain 78

4 Practices in Rotterdam 97

4.1 Johannes Vermeer school 104

4.2 Rembrandt school 129

4.3 Other schools that provide reception in Rotterdam 145

5 Practices in Barcelona 149

5.1 Salvador Dalí school 156

5.2 Antoni Tapies school 169

5.3 Gaudí school 188

5.4 Other schools that provide reception in Barcelona 202

6 Explaining gaps: Rotterdam vs. Barcelona 207

6.1 Comparison of cases 207

6.2 Specific characteristics of the gap in Barcelona and Rotterdam 215

6.3 Explaining gaps: Discretionary practices in Barcelona and Rotterdam 223

7 Fields, embedded agency and collective practices 263

7.1 Main findings of the study 265

7.2 The collective dimension of discretional action 266

7.3 Contextual factors: Towards a heuristic model for explaining degrees of institutional influence on practices and varieties of gaps 269

7.4 Challenges and the future of educational reception 271

7.5 Research agenda 279

Glossary of terms and acronyms 283

Bibliographic references 287

Relevant policy documents 309

List of Figures

Figure 1 Channels of discretion 44

Figure 2 Summarised structure of the Dutch educational system 69

Figure 3 Transfer from ISK reception at Vermeer school to ordinary education 129

Figure 4 Transfer from ISK reception at Rembrandt school to tracks of ordinary education 146

Figure 5 Percentages of 3-16 y.o. foreign students in Barcelona over total students 150

Figure 6 Typology of reception styles of schools: Rotterdam and Barcelona 221

Figure 7 Explanatory model 225

List of Tables

Table 1 Type of social action and mechanisms of coordination 45

Table 2 Long-term ideals of integration 58

Table 3 Policy instruments, by purpose and intensity of special treatment 59

Table 4 Main characteristics of TAE and LIC reception programmes 95

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