Summary: Nvt

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  • 1 Education

  • 1.1 Michael Hill studing the process

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  • What are the differences between weberian state and postmodern state?

    Weberian bureaucratic state
    Postmodern state
    Hierarchy (Weberian)
    Heterarchy (networks etc.)
    Power (1): zero-sum game
    Power (1): positive-sum game
    Power (2): concentrated
    Power (2): diffuse
    Unitary, centralised monolithic state
    Decentralised, fragmented, hollowed state
    Strong, central executive
    Segmented executive
    Clear lines of accountability
    Blurred fuzzy lines of accountability
    State central control
    State central steering
    Single homogeneous public service ethos
    Heterogeneous service cultures
  • What is the postmodernist view on the policy process?

    Postmodernist theorists argue that when reporting facts the observer is an active shaper both of the message sent and of the message received.
    For postmodernists, the language with which evidence is reported as important. The social construction of reality involves discourses and the presentation of ‘texts’ in which issues about language usage are at the core of the postmodern argument.
    The postmodernist perspective challenges all attempts to generalize about the policy process.
  • Which stages are distinguished by Jenkens and Hogwood & Gunn?

    Jenkins identifying the following stages:
    Hogwood and Gunn identifying the following:
    Deciding to decide
    Deciding how to decide
    Issue definition

    Setting objectives and priorities

    Options analysis
    Policy implementation, monitoring and control
    Evaluation and review
    Policy maintenance, succession and termination
  • What is the emperical view on the policy process?

    From an empirical perspective, policy processes are in many respects continuous processes of evolution in which realistic starting point may be far back in history.
  • 1.2 Sjaak Kroon language policy development in multilingual studies

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  • Name four basic models of status planning in education:

    Status planning in education
    There are four basic models for language teaching in multilingual settings.
    Monolingual way:
    a)Segregation model: don’t integrate and teaching in own language because they go back.
    b)Assimilation model: teach Dutch in Dutch, if the children do not understand it it is their problem.
    Bilingual or multilingual way:
    a)Transitional model: starts to teach in the language the kid knows and end your subject in Dutch (minority language becomes minority language)
    b)Language maintenance or language shelter model: both languages have both the same value.
  • What is Coopers'accounting scheme of the analysis of language planning?

    Coopers accounting scheme of the study and analysis of language planning:
    What actors?
    attempt to influence what behaviour?
    of which people?
    for what ends?
    under what conditions? (situational, structural (economic, political) cultural, environmental, informational)
    by what means?
    through what decision making process? (decisions rules)
    which what effect?
  • What is the dutch government view on language policy?

    Language policy development between assimilation and pluralism
    The development of educational language policies in multilingual contexts cannot escape from taking a position in societal and political discussions. The official Dutch political reaction to the multicultural society is somewhere halfway between assimilation and pluralism. It can be characterized as ‘integration while retaining one’s own identity’.
  • 1.4 Kroon and Spotti Immigrant minority language teaching policies and practices in the Netherlands: Policing dangerous multilingualism

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  • what can you tell about dangerous multilingualism.

    Language policy has as a fundamental goal: a specific set of norms for language use in a certain institutionalized environment within a given State.
    Dangerous multilingualism: In order describe the endangering effect that late modern forms of (hybrid) language use have on the lives of many people. ->Multilingualism, becomes dangerous for the identities of its users because they are seen as ill-fitting the institutionalized environment.
  • what are the three key elemants around modernist languages?

    3 key elements around Modernist languages: (Bauman & Briggs, 2003)
    1.The rejection of hybridity (raszuiverheid)
    2.The quest for order
    3.The establishment of a standard or norm
  • interesting moments integration and diversity (different waves of migration):

    1950 Post colonila immigration (indonesians, sometimes speaking Dutch)
    1970 Labour mingration guestworkers no intention to stay
    1975 independence Suriname development school system copy of the Dutch system.
    1980 famaly reunion (rot op premie) go back.
    1990 refugees, asylumseekers wore iretrea, chili, yougoslavia
    2000 superdiversity developend in superdiversity globalization.
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