Pomme Van De Weerd
Biographic Data
| ID | 1254449 |
|---|---|
| NAME | Pomme Van De Weerd |
| GIVEN NAMES | Pomme |
| FAMILY NAME | Van De Weerd |
| SIGNATURE | VAN DE WEERD P |
| AFFILIATIONS | Maastricht University |
| ORCID | 0000-0002-4746-7420 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 13 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
The Construction of Researcher Positionality Through Language Practices in Multilingual Contexts
Ethnographers immerse themselves in the lifeworlds of their participants—including their language practices—through participant observation. In this process, researchers’ linguistic repertoires, along with the language choices and practices they enable, play a central role in co‐constructing positionality within emergent interactions. These interactions both shape and are shaped by locally situated meaning‐making, reflecting the dynamics of the r…
Tensions in the pursuit of equal opportunities
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 where some forms of education are considered better than others, whereas the latter requires that they…
Being ‘the lowest’
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 insubordinate. The analysis focuses on three levels at which this model of identity circulates and is reprodu…
Categorization in the classroom
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 (‘Turk’), Marokkaan (‘Moroccan’), and buitenlander (‘foreigner’), and referred to others as Nederlander …
Those foreigners ruin everything here
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 labelling can be understood not only as identity construction, but also as interactional work. I build…
Those foreigners ruin everything here
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 labelling can be understood not only as identity construction, but also as interactional work. I build…
Being ‘the lowest’
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 insubordinate. The analysis focuses on three levels at which this model of identity circulates and is reprodu…
Categorization in the classroom
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 (‘Turk’), Marokkaan (‘Moroccan’), and buitenlander (‘foreigner’), and referred to others as Nederlander …
Those foreigners ruin everything here
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 labelling can be understood not only as identity construction, but also as interactional work. I build…
Categorization in the classroom
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 (‘Turk’), Marokkaan (‘Moroccan’), and buitenlander (‘foreigner’), and referred to others as Nederlander …
Being ‘the lowest’
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 insubordinate. The analysis focuses on three levels at which this model of identity circulates and is reprodu…
Tensions in the pursuit of equal opportunities
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 where some forms of education are considered better than others, whereas the latter requires that they…
The Construction of Researcher Positionality Through Language Practices in Multilingual Contexts
Ethnographers immerse themselves in the lifeworlds of their participants—including their language practices—through participant observation. In this process, researchers’ linguistic repertoires, along with the language choices and practices they enable, play a central role in co‐constructing positionality within emergent interactions. These interactions both shape and are shaped by locally situated meaning‐making, reflecting the dynamics of the r…
Sociology (4 works) · Anthropology (3 works) · Ethnography (3 works) · Linguistics (3 works) · Multilingual Education and Policy (3 works) · Psychology (3 works) · Aesthetics (2 works) · Categorization (2 works) · Education Systems and Policy (2 works) · Ethnic group (2 works)