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Mind the gap! Policies and practices of educational reception in Rotterdam and
Barcelona
del Milagro Bruquetas Callejo, M.
Publication date
2012
Link to publication
Citation for published version (APA):
del Milagro Bruquetas Callejo, M. (2012). Mind the gap! Policies and practices of educational
reception in Rotterdam and Barcelona.
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Contents
Chapter 1. The puzzle
Chapter 2. Framing the study of practices of educational reception Chapter 3. Methodological design
Chapter 4. The institutional context of reception practices Chapter 5. Practices of educational reception in Rotterdam Chapter 6. Practices of educational reception in Barcelona
Chapter 7. Comparing the policy-practice gap: Rotterdam vs. Barcelona Chapter 8. Conclusions of the study
Bibliographic references
Appendix I. Relevant policy documents
Appendix II. Methods of data collection and data analysis Appendix III. List of interviewees
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Contents (detailed)
Chapter 1. The puzzle 15
Chapter 2. Framing the study of practices of educational reception 21
1. Delimitating practices of educational reception 22 2. Explaining convergence/ divergence of policy practices in migration studies 24
a. National regimes of integration and citizenship b. The policy gap in the migration field
3. Analytical framework for the study of discrepancies between policies and practices 29 a. Bottom-up approach to the study of implementation
b. The social embeddedness of political practices
The concept of field: micro, meso, and macro context of practices
c. Historical institutionalist approach
Coordinating mechanisms: interpretive and instrumental dynamics
Institutional context of reception practices: integration regimes, education systems, and programs of reception
Classifying policy goals and instruments of educational reception
4. Questions guiding the study 41
Chapter 3. Methodological design 43
1. Research design and comparative strategy 43 2. Comparative goals of the study 44 3. Selection of the cases 46 4. Collection of data and research techniques 50
Chapter 4. The institutional context of reception practices 53
1. The Netherlands 53 a. Integration regime
b. Educational system
c. Policy against educational disadvantage
d. Program of reception for newcomer students in Rotterdam (ISK)
2. Spain 63
a. Integration regime b. Educational system
c. Policy against educational disadvantage
d. Programs of educational reception in Catalonia (TAE and LIC)
Chapter 5. Practices of educational reception in Rotterdam 75
1. Johannes Vermeer school 80 a. Registration of pupils
b. Clustering in classes
c. Curriculum and methodology d. Schedule-making and personnel e. Evaluation and transfer
2. Rembrandt school 97 a. Registration of pupils
b. Clustering in classes
c. Curriculum and methodology d. Schedule-making and personnel e. Evaluation and transfer
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Chapter 6. Practices of educational reception in Barcelona 113
1. Salvador Dalí school 117 a. Registration of pupils
b. Clustering in classes
c. Curriculum and methodology d. Schedule-making
e. Evaluation and transfer
2. Antoni Tapies school 126 a. Registration of pupils
b. Clustering in classes
c. Curriculum and methodology d. Schedule-making
e. Evaluation and transfer
3. Gaudí school 138
a. Registration of pupils b. Clustering in classes
c. Curriculum and methodology d. Schedule-making
e. Evaluation and transfer
4. Other schools that provide reception in Barcelona 147
Chapter 7. Comparing the policy-practice gap: Rotterdam vs. Barcelona 151
1. Comparison of the cases 151 a. National integration policies
b. Educational systems
c. Educational reception program
2. Specific characteristics of the gap in Barcelona and Rotterdam 156 a. Relevance of discretional practices
b. Predominant type of discretion
c. Reception styles
3. Explaining gaps: discretionary practices in Barcelona and Rotterdam 162 a. Motivations for and mechanisms of discretional practices 163
Coping discretion Ethical discretion
b. Strategies or levels of discretional action 169
Fragmented/ isolated action
Collective engagement at a school level
Venue-shopping: moving upwards in the decision-making ladder
c. The local fields of educational reception: mechanisms and strategies at work in the
local contexts 172
Rotterdam Barcelona
d. Seven contextual factors that account for discretion or compliance and shape practices of
reception 178
Characteristics of the demand and problem-pressure Material and organizational resources
Forms of enforcement and assessment Degree of consolidation of the reception policy Type of policy-making dynamic
Education and integration ideology
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Chapter 8. Conclusions of the study 187
1. Main findings of the research 188 2. The collective dimension of discretional action 189 3. Contextual factors: towards a heuristic model for explaining degrees of institutional influence on
practices and varieties of gaps 191 4. Challenges and future of educational reception 192 5. Research agenda for the future 197
Bibliographic references 201
Appendix I. Relevant policy documents 223
Appendix II. Methods of data collection and data analysis 225
English Summary 227
