Contents
Acknowledgements ... 7
1 Introduction ... 9
1.1 Theoretical and methodological foundations ... 13
1.2 Roadmap of the dissertation ... 33
2 Contexts and methods ... 35
2.1 Introduction ... 36
2.2 Broad contexts ... 38
2.3 Fieldwork context and methods ... 49
2.4 Ethics and reflexivity ... 58
2.5 Conclusion ... 65
3 Negotiating the characteristics of Turken , Marokkanen , buitenlanders , and Nederlanders ... 67
3.1 Introduction ... 67
3.2 The meaning potential of ethnic categories ... 69
3.3 Marokkanen, Turken, buitenlanders, and Nederlanders and debates about locally associated characteristics ... 70
3.4 Conclusion ... 98
4 Interactional functions of ethnic labels ... 101
4.1 Introduction ... 101
4.2 Categories and action in interaction ... 103
4.3 Ethnic labels and power positions in interaction ... 104
4.4 Ethnic labels and jocular mockery ... 113
4.5 Mockery by a non-member of the mocked category ... 121
4.6 Conclusion ... 132
5 Categorization in interactions involving teachers ... 135
5.1 Introduction ... 135
5.2 Teacher and pupil categorizations in previous literature ... 136
5.3 Teachers’ problematizations of categories ... 137
5.4 Teachers categorizing pupils ... 144
5.5 Conclusion ... 155
6 The use of linguistic resources in relation to categorization practices ... 157
6.1 Introduction ... 157
6.2 Context: Languages and their positions in the Netherlands ... 160
6.3 Language use and ideologies in class 3/4b ... 164
6.4 Conclusion ... 186
7 Conclusion ... 189
7.1 Summary of main findings ... 190
7.2 Contributions ... 193
7.3 Representativity and suggestions for further research ... 198
7.4 A final field note ... 200
