ISBN:
9789048523108
Language:
English
Pages:
1 Online-Ressource (318 pages)
Series Statement:
IMISCOE Research
Series Statement:
IMISCOE Research Ser.
Parallel Title:
Print version Bruquetas-Callejo, Maria Educational Reception in Rotterdam and Barcelona : Policies, Practices and Gaps
DDC:
304.808994
Keywords:
Education and state -- Netherlands -- Rotterdam
;
Education and state -- Spain -- Barcelona
;
Education and state ; Netherlands ; Rotterdam..
;
Education and state ; Spain ; Barcelona
;
Electronic books
Abstract:
This book takes a close look at how schools and educators in Rotterdam and Barcelona handle the reception of new immigrant students, focusing on the dilemmas educators face in attempting to integrate the new students into the school and classroom and the strategies they design as a response. In addition to comparing the two cities' approaches, María Bruquetas-Callejo pays particular attention to how closely actual practices hew to policies
Abstract:
Cover -- Contents -- Acknowledgments -- 1. The puzzle -- 1.1 Two bodies of literature: National regimes of citizenship and the migration policy gap -- 1.2 Research strategy and case selection -- 1.3 Collection of data -- 1.4 Outline of the book -- 2. Studying practices of educational reception -- 2.1 Delimitating practices of educational reception -- 2.2 Explaining compliance with and deviation from policy practices in the migration field -- 2.3 Analytical framework to study coordination/discrepancies between policies and practices -- 2.4 Questions guiding the study -- 3. The institutional context of reception practices -- 3.1 The Netherlands -- 3.2 Spain -- 4. Practices in Rotterdam -- 4.1 Johannes Vermeer school -- 4.2 Rembrandt school -- 4.3 Other schools that provide reception in Rotterdam -- 5. Practices in Barcelona -- 5.1 Salvador Dalí school -- 5.2 Antoni Tapies school -- 5.3 Gaudí school -- 5.4 Other schools that provide reception in Barcelona -- 6. Explaining gaps: Rotterdam vs. Barcelona -- 6.1 Comparison of cases -- 6.2 Specific characteristics of the gap in Barcelona and Rotterdam -- 6.3 Explaining gaps: Discretionary practices in Barcelona and Rotterdam -- 7. Fields, embedded agency and collective practices -- 7.1 Main findings of the study -- 7.2 The collective dimension of discretional action -- 7.3 Contextual factors: Towards a heuristic model for explaining degrees of institutional influence on practices and varieties of gaps -- 7.4 Challenges and the future of educational reception -- 7.5 Research agenda -- Glossary of terms and acronyms -- Bibliographic references -- Relevant policy documents -- List of Figures -- Figure 1 - Channels of discretion -- Figure 2 - Summarised structure of the Dutch educational system -- Figure 3 - Transfer from ISK reception at Vermeer school to ordinary education
Abstract:
Figure 4 - Transfer from ISK reception at Rembrandt school to tracks of ordinary education -- Figure 5 - Percentage of 3-16 y.o. foreign students in Barcelona over total students -- Figure 6 - Typology of reception styles of schools: Rotterdam and Barcelona -- Figure 7 - Explanatory model -- List of Tables -- Table 1 - Types of social action and mechanisms of coordination -- Table 2 - Long-term ideals of integration -- Table 3 - Policy instruments, by purpose and intensity of special treatment -- Table 4 - Main characteristics of TAE and LIC reception programmes -- Table 5 - Proportion of population of immigrant origin in Rotterdam (2004-2012) -- Table 6 - Ethnic composition of population in Rotterdam, 2004-2012 -- Table 7 - Ethnic composition of 12-15 y.o. students in Rotterdam, per 1-10-2012 -- Table 8 - Annual subsidies for reception of newcomer students in Rotterdam (2005-2006) -- Table 9 - Students between 12-18 years old settled in Rotterdam coming from abroad -- Table 10 - Number and nationality of newcomer students in Vermeer school (2002-2009) -- Table 11 - Number of students with illegal residence status and illiterate students at Vermeer school reception department -- Table 12 - Number and nationality of newcomer students in Rembrandt School -- Table 13 - Evolution of the number of classes in Rembrandt school -- Table 14 - Reception style of Rotterdam schools -- Table 15 - Immigrant population in Barcelona, 1996-2011 -- Table 16 - Foreign students in Barcelona by level of studies (2009-2010) -- Table 17 - Concentration of 3-16 y.o. foreign students in Barcelona, by level of education and type of school (2009-2010). Percentage over total students -- Table 18 - Concentration of 3-16 y.o. foreign students in Barcelona by type of school (2009-2010)
Abstract:
Table 19 - Area of origin of foreign students (in obligatory secondary education) in Barcelona city, 2011-2012 -- Table 20 - Annual budget for reception of newcomers in Catalonia (LIC programme) (2004-2005) -- Table 21 - Sample of reception units in Barcelona (by policy programme) -- Table 22 - Number and ethnic distribution of pupils in the Dalí reception classroom -- Table 23 - Foreign-born students in Tapies school -- Table 24 - Number and nationality of newcomer students in the Tapies reception classroom, per year -- Table 25 - Regular subjects newcomers attend in Tapies school, 2003-2004 until 2008-2009 -- Table 26 - Number and nationality of newcomer students in Gaudi's reception programme. -- Table 27 - Schedule of newcomers pupils at Gaudí School, 2008-2009 -- Table 28 - Telephonic survey to a sample of secondary schools providing reception in Barcelona -- Table 29 - Extension, institutionalisation, and divergence of discretional practices in Rotterdam -- Table 30 - Extension, institutionalisation, and divergence of discretional practices in Barcelona -- Table 31 - Discretional practices in both cities according to the type of discretion
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