Impact of statistics

Primary schools in De Baarsjes district of Amsterdam have difficulty attracting children from the immediate vicinity of the school. This is not only a problem of native Dutch residents in the district. Migrant parents are also liable to think that a school is not good enough because there are few ‘white’ children, if any, in the student body. We would like the No Academy to carry out an unorthodox study of the factors motivating school choice among migrant parents. The results could be used to develop strategies to correct their perception of the school and the motives for their choice. Femke Herregraven’s de-briefing: In the research I conducted in response to the brief from De Baarsjes City District, the emphasis was on the interaction between primary schools and the neighbourhood. How do school and neighbourhood become more closely related? How can a dialogue be started between these two parties? And how can the mutual perceptions and relationship between school and neighbourhood be improved? During this initial research it became clear that the school is mainly a canvas on which various social ideals and perspectives are projected. In addition, the established order − in this case the City of Amsterdam − expresses its perspective mainly in terms of numbers. ‘14% of the parents choose schools with a religious affiliation; 46% of the immigrant parents say they have no problem with black schools; 36% of the Moroccan pupils say they would rather play with a Turkish friend than with a Dutch friend; the Corantijn primary school has 108 pupils, although it has a capacity for 120.’ 
 In the city’s policy plans, everything is numbers: children, parents, the school, the problems and the progress. The statistics that we were dished up are a reality in themselves. You might say they’re a reality without meaning, experiences or associations. My project focuses on the how I can reverse these school statistics. How can I reveal the reality behind them?