This chapter presents Critical Policy Discourse Analysis (CPDA) which merges critical discourse analysis (CDA) with critical policy studies (CPS). CPDA engages with a discursive analysis of a policy problem, generally drawing on critical discourse analysis for its methodology, in this case Text Oriented …

Intergroup contexts of classrooms have an influence on mainstream and ethnic belonging of youth of immigrant descent. Based on the normative reference group theory, a higher level of ethic identification is expected in classrooms with a higher proportion of co-ethnic youth and, based on constrict theory, …

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 …

The realization of human rights standards depends in part on the commitment of local actors. It can be argued that local public service professionals such as social workers can also be regarded as key players. The possible role of social workers becomes imperative if these professionals are working in …

This study highlights tensions and challenges experienced by language teachers in CLIL contexts. Using an example from the Netherlands, it explores the pedagogical and collaborative practices of Teachers of English in Bilingual streams (TEBs). The study shows how, using formal and practical theories, …

European civic integration programmes claim to provide newcomers with necessary tools for successful participation. Simultaneously, these programmes have been criticised for being restrictive, market-driven and for working towards an implicit goal of limiting migration. Authors have questioned how these …

The emergence of organic planning practices in the Netherlands introduces new, non-conventional, local actors initiating bottom-up urban developments. Dissatisfied with conventional practices and using opportunities during the 2008 financial crisis, these actors aim to create social value, thus challenging …

Content and Language Integrated Learning (CLIL) is a dual-focused educational approach whereby an additional language is used for the learning and teaching of both content and language. In the Netherlands, this takes place in bilingual secondary education (tweetalig onderwijs). Policy guidelines, teaching …

The purpose of this article is to explore innovative and adaptive ways of matching people with jobs in the context of a Dutch policy initiative aimed at the skills mismatch in the region of Amsterdam. This is an important and urgent issue because of the challenges of the future labor market, in which …

Background Refugees encounter texts such as course books, pamphlets and exams during mandatory integration in the Netherlands. Texts present explicit or implicit messages to refugees on “successful” integration and citizenship. The What’s the Problem Represented to Be? (WPR) approach from Carol Bacchi, …