Pride and popcorn: consuming the idea of community at film screenings in the Turkish diaspora

A range of studies have revealed the interrelatedness of identity construction, community formation and media among diasporas, mostly focusing on domestic contexts. Seeking to add further nuance to the understanding of the social lives of diasporas, we concentrate on media culture in the public environment of the film theatre. The significance of diasporic film consumption is investigated through a local audience study of Turkish film screenings in Antwerp. The phenomenon of the screenings was analysed through a multi-method approach, including 536 questionnaires among audiences, 19 in-depth interviews and 3 group interviews, along with previous findings (on distribution and exploitation) of the same project. The results show that Turkish films are almost exclusively attended by people with Turkish roots, creating a Turkish diasporic space within the boundaries of the urban and the public. The audience study shows that the screenings fulfil a major social role but also affect understandings of community

Involving Roma parents: analysing the good practice of a primary school in Ghent

Recently, societal and academic attention toward the topic of Roma integration has been increasing. With this article we aim to make a contribution to the domain of educational research. We explore strategies that schools can adopt to improve the involvement of Roma parents. Using a theory-based stakeholder evaluation, we more specifically analyse how the organizational model of a primary school contributes to the establishment of trust between both parties. The results show that the theoretical principles guiding the daily school practices and interventions are aligned with the needs and specificity of the target audience, but are also broadly supported by the school staff. As such, the organizational structure of the school contributes to the support of the school staff for the global school vision and to the overall success of the approach. Nevertheless, some tension remains between team members working on the ‘care’ aspect and teachers working solely within the classroom

The Netherlands

This review builds on a recently published review of research on race/ethnicity in the Netherlands (Stevens et al., 2011) by including important, additional studies that were previously omitted for the period 1980–2008 and by including more recent research published during the years 2009–2010. In addition, whilst the 1980–2008 review compares the various research traditions that emerged in the Netherlands with those that developed in England, this review focuses exclusively on the Dutch context