After the arrival of refugees in the Netherlands, many citizens wanted to act and help the social inclusion of refugees. Community initiatives emerged where some of the initiatives even grew into potential Social Enterprises. In this research we investigated the main issues initiatives around refugees encounter when growing into a social enterprise (RQ1). Through the organization of learning networks we gathered data form initiatives who were currently in this process. The two main issues that arose were making a good business model and in what way impact can be measured when the impact area is the social inclusion of refugees. Our second research question (RQ2) investigated in what way the social initiatives help refugees in their social inclusion process. For this research question we interviewed refugees whom where involved with one of the initiatives participating in our research. Our main findings are that the participants in this research are all trying to take control over their lives, learning how to make a change and are trying to achieve a life that is good for them. They attributed various benefits to their active participation in the initiatives. They all mention that they met new people, that the people who started the initiative were very helpful and that they liked participating.
This paper analyses the impact of two structural context factors on mathematics teacher students. First, the Netherlands is coping with a massive mathematics teacher shortage. Second, the Dutch knowledge-economy feeds the private tutoring sector. The impact on young teacher-students is tremendous; they start working as a teacher too early. Besides successful studying, broader professionalization and quality of mathematics education are in jeopardy. A quick-fix for mathematics education might do more damage than foreseen.
Throughout Europe, refugees must participate in civic integration programs aimed to improve language and to have them learn and adopt the ‘European’ way of life. These programmes have been criticized for being restrictive, discriminatory and as negatively impacting on the lives of refugees. Our study aims to explore the Dutch civic integration programme at the level of discourse.MethodThis three-part critical ethnography explores civic integration in the Netherlands by drawing on Foucauldian and decolonial theories. Firstly, a critical discourse analysis of practice texts (course books, exams) explored how they present integration and the Other. Secondly, observations during integration courses and focus groups with staff will further explore how these concepts are shaped. Lastly, a variety of creative methods will be offered to refugees, exploring how they demonstrate their integration through everyday doing.Impact/ResultsResults of the first study demonstrate that texts are actively constructing an image of the unmodern Other, attributing inherently unmodern values and ‘ways of doing’ to them. This image is reminiscent of previous historical depictions of the Other; suggesting that colonial classifications have their afterlife in programs today. It demonstrates that Othering is an indestructible practice across time and across multiple levels of integration, from policy to practice.Conclusions/OutcomesThe discourse we use shapes our understanding of who belongs and who not. These understandings impact on the treatment of groups and their occupational possibilities. Analyzing discourses creates spaces for new narratives and for new understandings of integration.
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