Most European Roma and Sinti achieve such low levels of education that they have basically no chance of moving up the social ladder. This study compares the educational positions of Roma and Sinti... Show moreMost European Roma and Sinti achieve such low levels of education that they have basically no chance of moving up the social ladder. This study compares the educational positions of Roma and Sinti in the Netherlands and the Czech Republic, based on more than fifty biographical interviews with Roma and Sinti.Compared to the Netherlands, the poverty and social segregation among Czech Roma is more severe. Discrimination and racism against Czech Roma are virulent and ubiquitous. Yet, Roma and Sinti in the Netherlands have developed a similar suspicion of people outside their own circle and a similar negative attitude towards education, in response to their common history of deprivation, expulsion and even twice a genocide, in the eighteenth century and in the Second World War.Those Roma and Sinti who did receive an education were no longer seen as Roma or Sinti. This is why the highly educated did not function as role models until recently. Yet, this study shows there is a cautious turnaround. In both countries, the Roma and Sinti parents of the young generation of highly educated people, often low-educated themselves, had come to regard better education as the only way towards a better life. Show less
In the art world of the late 18th. and the entire 19th. century, there appeared to have been a widespread notion of sea painting as a bearer of national pride. An idea that was directly related to... Show moreIn the art world of the late 18th. and the entire 19th. century, there appeared to have been a widespread notion of sea painting as a bearer of national pride. An idea that was directly related to the economic prosperity of the 17th-century Republic, which stemmed from the shipping industry of the time. An impression emerged of how the interaction between art and society can take shape. The role of sea painting within 19th. century nationalism was a striking aspect, but the effect that the label of a national genre had on its practice and appreciation also stood out. Sea painters started to work with it and art critics included it in their judgements. For a long time, traditional style criteria were maintained; the 17 th. century was never far away in many respects.This led to a framing of sea painting in an artistic tradition, which resulted in a certain inability to keep up with innovations in painting. The love of the ship and the specialist nautical knowledge of the sea painters were for a long time a unique quality, but they ultimately proved to be their Achilles' heel. When at the end of the 19th century the artistic tradition of the 17th-century Dutch school was definitively broken, sea painting disappeared from the canon of the visual arts. Show less
The dissertation examines the justification and conditions of global citizenship and the relation between global citizenship education and education in general. An applicable concept of... Show moreThe dissertation examines the justification and conditions of global citizenship and the relation between global citizenship education and education in general. An applicable concept of cosmopolitanism is derived from both a historical and conceptual analysis and by means of a comparative method lessons are drawn from (the history of) Afghanistan and the detrimental effects of foreign intervention on the formation of a democratic nation-state. The case for new forms of a cosmopolitan concept of democracy is made, applicable to an interdependent and globalising world. This philosophical analysis is applied to the present-day educational systems of both the Netherlands and Afghanistan. From this a starting point for a proposal towards world citizenship education is derived. In this research the case of the human rights violation of Farkhunda is used as a benchmark for the validity of the discussed theories. Show less
