Posibilidades y límites de la integración escolar del alumnado procedente del sur de Europa en las escuelas de Amsterdam

Abstract

This paper presents the main results of a doctoral thesis focused on the study of the educational situation of "southern Europeans" in the schools of Amsterdam. In a context of super diversity such as the city of Amsterdam, we propose to study the specific situation of this group that a priori presents greater cultural proximity although, as we will see, this does not prevent them from encountering certain difficulties in their integration process and in their school performances. A qualitative methodology has been used through in-depth interviews and focus groups aimed at both parents and the students themselves and teachers. Specifically, there have been 16 interviews with fathers and mothers, two focus groups with students and six interviews with teachers. We focus our presentation on the results related to: Class-group integration, difficulties in learning and school performance, importance of the Dutch language for integration and family-school relationship, discrimination or rejection, measures taken by the educational system and possible ways of improving the educational situation.