Abstract
In Amsterdam political debates about cultural diversity and the integration of migrant minorities have a long history with unique developments. Almost half of its population is of non-Dutch origin, which proportionally represents one of the largest foreign populations in the European urban context. Integration policies elaborated in the Netherlands, with their own development in Amsterdam, have played a prominent role in the evolution of policies at the European level. Acknowledging the permanent character of immigration and identifying itself as a multicultural society, it was the first country to enact a policy of multiculturalism in the early 1980s. An exceptional tolerance in various areas of society has characterized the Netherlands since the seventeenth century, which made it an attractive place for religious minorities fleeing persecution from elsewhere in Europe. Most of these foreigners settled in the port city of Amsterdam, where the practice of “gedogen” – spaces for diversity and tolerance – was integrated in daily life and extended to newcomers. In Amsterdam, the attitude toward immigrants is inspired by the idea that each person should be “sovereign in his own domain” and may act freely, as long as he respects the rules of the host society and do not disturb the neighbors.
Amsterdam has been a world city for more than half a millennium, attracting immigrants from the Dutch provinces and from faraway foreign countries since the sixteenth century. Though local Amsterdammers often frowned upon them, immigrants’ hard labor, entrepreneurial drive and financial capital propelled urban economic progress. In retrospect, we know that immigrants and their offspring, despite the succession of exclusionary practices, eventually managed to become part of the mainstream.
Liza Nell & Jan Rath (2009)
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Notes
- 1.
In 1984, the program “Education in mother language and culture” was introduced in elementary schools as an important tool for the development of migrants in the Dutch multicultural context. Later, this strategy also extends to facilitate the learning the Dutch language and in 1998, it was renamed to “living education in foreign languages”. In 2004, this program was abandoned considering that learning Dutch is more important in strengthening cohesion and social participation. Under this new perspective, primary schools have been involved in the process of promoting social cohesion and integration (Adviescommissie voor Vreemdelingenzaken 2008, p. 105) (Author’s translation). A new system is in place for non-Dutch children between 6 and 12 years old, living in the Netherlands, which provides them with Dutch lessons in a special program for 1 year, after which they integrate into a regular school. The same 2-year special course was created for youth between 12 and 18 years old living in the Netherlands.
- 2.
There are some exceptions to this rule for people from a European country, Swiss and Turkish nationals and high skilled migrants and their partners. For more details about the formalities surrounding civic integration programs visit the following website: (http://www.iamsterdam.com/en/local/official-matters/civic-integration)
- 3.
Van Es declared that education and language play a central role in supporting women and girls in their response to Islamic cultural norms about the role of women at home and in the public space. “The emancipation of women is the key to integration”. It also places importance on the need to break the association of young Moroccans and Antilleans with issues of crime and unemployment. Integration not only refers to the protection of Dutch values but also occurs through participation and the creation of a shared citizenship “Integratienota weinig op toekomst gericht”, Het Parool, June 16, 2011.
- 4.
Het Parool, “Inburgering is nu veel te complex”, January 29, 2017.
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Pardo, F. (2018). Amsterdam’s Political Pillars of Diversity. In: Challenging the Paradoxes of Integration Policies. Migration, Minorities and Modernity, vol 2. Springer, Cham. https://doi.org/10.1007/978-3-319-64082-2_5
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