Pomme van de Weerd

Utrecht University | UU · Department of Pedagogical and Educational Sciences

This paper contributes to a deeper understanding of ethnic labelling practices by examining their interactional functions among secondary school pupils in Venlo, the Netherlands. Pupils with migration backgrounds often labelled themselves and others “Turk,” “Moroccan,” or “foreigner,” and labelled others “Dutch.” The paper highlights that ethnic la...

‘Nederlanders and buitenlanders: A sociolinguistic ethnographic study of ethnic categorization among secondary school pupils’is a study based on nine months of ethnographic fieldwork among pupils of the vocational track of a secondary school in Venlo, the Netherlands. Many of these pupils had a migration background, and though they were born in the...

This paper builds on an analysis of ethnographic fieldwork data and classroom interaction to examine the use and interpretation of ethnic categories among teachers and students of a secondary school class in the city of Venlo, the Netherlands. Students with a migration background, who were born in the Netherlands, often labeled themselves Turk (‘Tu...

Equal opportunities in the context of education can be interpreted as ensuring equitable access to certain kinds of education (e.g. an academic track) or as equal opportunities to lead a fulfilling life regardless of the educational route followed (e.g. vocational or academic). These interpretations are in tension: the former implies a hierarchy wh...

This paper critically analyses and aims to denaturalise models of identity that circulate in discourse about vocational education in the Netherlands. It is argued that discourse about the vocational track is characterised by a pervasive focus on deficits, framing vocational education as unprestigious, and its students as unintelligent and insubordi...

This chapter scrutinizes the ways in which current sociolinguistic research at Maastricht University, and more specifically within the context of the Chair in ‘Languageculture in Limburg,’ is conducted. By outlining three case-studies pertaining to the Dutch and Belgian provinces of Limburg, we show how we deploy ethnographic and sociolinguistic me...

This paper analyzes ethnic self-labeling among pupils of a secondary school in Venlo, the Netherlands. Pupils with migration backgrounds, born in the Netherlands, referred to themselves as ‘Moroccan’, ‘Turk’ or ‘foreigner’, and to others as ‘Dutch’. Ascription to these ethnic categories is often understood as an expression of national (un)belonging...

Short article (in Dutch) on my research for a general audience in Dutch publication VakTaal, nr. 2 2018.