This dissertation examines the educational positions of children of immigrants in the Netherlands from 1980 to 2020. In particular, the influence of migration background and socioeconomic factors... Show moreThis dissertation examines the educational positions of children of immigrants in the Netherlands from 1980 to 2020. In particular, the influence of migration background and socioeconomic factors on educational positions is studied. Findings reveal substantial progress in education for migrant children overall, especially among the second generation, younger cohorts, and girls with a migrant background, indicating promising upward mobility within the education system for many of these children. The family environment impacts educational outcomes, with socioeconomic background playing a crucial role. Higher parental incomes correlate with higher education levels for children in both the short and long term. Additionally, the living environment affects outcomes such as school dropout rates, especially among boys from migrant backgrounds in larger cities. They are more prone to leaving education prematurely than their female or non-migrant peers. Despite institutional barriers and discrimination within the education system, these children demonstrate an upward trend in education, highlighting the need for further research incorporating discrimination as a factor. Show less
In de loop van de eerste vier decennia van de twintigste eeuw dringt de poëzie vanaf 1880 door in bloemlezingen voor de hoogste klassen van gymnasium en h.b.s. In deze studie worden de overwegingen... Show moreIn de loop van de eerste vier decennia van de twintigste eeuw dringt de poëzie vanaf 1880 door in bloemlezingen voor de hoogste klassen van gymnasium en h.b.s. In deze studie worden de overwegingen om poëzie te bloemlezen en de keuzes die daaruit voortkomen van een vijftal bloemlezers (allen leraren) beschreven. Elk van hen propageert een methodiek om poëzie in de literatuurles te verwerken, van een open, globale kennismaking tot een intensieve analyse van een gedicht. Soms wordt een gedicht van een context voorzien maar doorgaans wordt een gedicht als zelfstandige tekst aangeboden. Naast deze bloemlezers brengt voordrachtskunstenaar Paul Huf ter ondersteuning van het onderwijs op een veertiental grammofoonplaten zijn gesproken bloemlezing. Zijn voordracht kan als voorbeeld dienen. Verder inventariseert deze studie de inhoud van 85 schoolbloemlezingen uit de periode 1898–1941 met in totaal 6758 gedichten van 254 dichters. Uit deze inventarisatie blijkt naast de voorkeur voor dichters uit de eerste jaren vanaf 1880 de vrij snelle popularisatie van anderen in de loop van de jaren 1920, 1930. Bloemlezers volgen op literair-historische gronden keuzes van voorgangers, daarnaast tonen zij een brede persoonlijke keuze. Schoolbloemlezingen representeren de voortgang van de contemporaine poëzieproductie en representeren het belang dat docenten voor de literatuurles hechten aan poëzie. Show less
In deze aflevering richten we ons op de conferentie 'AI: de creatieve (R)evolutie in het onderwijs', een evenement gehost door het Grafisch Lyceum Rotterdam en SintLucas. Onze podcast is rijk aan... Show moreIn deze aflevering richten we ons op de conferentie 'AI: de creatieve (R)evolutie in het onderwijs', een evenement gehost door het Grafisch Lyceum Rotterdam en SintLucas. Onze podcast is rijk aan perspectieven, met bijdragen van experts, docenten en studenten over de impact van AI in het onderwijs.We beginnen met Maarten Lamers, wiens keynote ons meeneemt op een reis door de wereld van creativiteit en kunstmatige intelligentie. Hij verkent vragen zoals: Hoe functioneert AI? En is het mogelijk voor een computermodel om 'creatief' te zijn in een wereld waar AI steeds meer menselijke trekken vertoont?Daarna richten we ons op de meningen van studenten: wat is voor hen van belang? Zij benadrukken het belang voor docenten om AI te integreren, niet alleen voor vaardigheidsontwikkeling, maar ook voor het behoud van kwaliteit in het leerproces. Docenten delen op hun beurt hun verworven inzichten over AI en hoe dit hun onderwijs beïnvloedt, inclusief praktische toepassingen uit de workshops.Vervolgens gaan we in gesprek met Oscar Lepoeter, docent aan de pabo Windesheim. Hij benadrukt het belang van kritisch nadenken over de informatie die we delen en de omgang met studentgegevens, met de vraag of studenten nog wel met een schone lei kunnen starten. We sluiten de podcast af met Erno Mijland, hij zit in de organisatie van het evenement. Hoe heeft hij de dag ervaren en waarom was het zo'n succes? Show less
In dit proefschrift legt Wiersma uit hoe Plato's idee van de democratische mens nog steeds herkenbaar is als probleem voor onze eigen tijd. Hij schetst aan de hand van klassieke en christelijke... Show moreIn dit proefschrift legt Wiersma uit hoe Plato's idee van de democratische mens nog steeds herkenbaar is als probleem voor onze eigen tijd. Hij schetst aan de hand van klassieke en christelijke denkers een alternatief: de aristocratische mens. Voorts laat hij zien hoe de onderwijsfilosofie van de traditionele artes liberales een belangrijke rol kunnen spelen in de transitie van democratisch mens naar aristocratisch mens. Hierin is niet alleen het curriculum van groot belang maar vooral ook de rol van de docent. Show less
The disappointing performance of education systems in developing countries in improving learning outcomes has spurred research aimed at establishing what features of education systems determine... Show moreThe disappointing performance of education systems in developing countries in improving learning outcomes has spurred research aimed at establishing what features of education systems determine their effectiveness or failure in improving learning outcomes. There has been special interest in the challenge of making education systems more coherent for learning, i.e., developing systems in which accountability relations among stakeholders across key elements of education policy design support and sustain strong learning outcomes. In the emergent literature on the political economy of education, a great deal of attention has been directed at Vietnam, a lower-middle income country whose results on assessments of learning have been vastly higher than all other countries in its income group and have even surpassed learning assessment results of many OECD countries. This has led to a raft of research papers asking, “how did Vietnam do it?” Addressing this question, this paper explores Vietnam’s education system’s coherence for learning through an analysis of accountability relations across three key elements of education policy design — delegation, finance, and information. Our aim is to ascertain how features of these policy elements’ practice may variously support or undermine the Communist Party of Vietnam’s objective of promoting quality education and improved learning outcomes for all. The potentially surprising answer to the “how coherent” question posed in the title is, not really that much. Analysis finds that Vietnam’s education system remains weakly "coherent around learning" and is best understood as a “formal process compliant” system that, despite its many strengths, is nonetheless underperforming relative to its potential. The implications of this for efforts to enhance the system’s performance around learning are explored in brief. Show less
Any analysis of histories and cultures of remembrance, bears testimony to the witnessing of humans who have either lived through the experiences as insiders or who have not lived through the... Show moreAny analysis of histories and cultures of remembrance, bears testimony to the witnessing of humans who have either lived through the experiences as insiders or who have not lived through the experiences of the past as outsiders. The possibility of bearing witness to (remember) the horrors, trauma, and destitution of the human condition and to consider its implications for human rights education is what this anthology of essays is about. The editors, Anne Becker, Ina Ter Avest and Cornelia Roux, portrayed as insiders, cogently accentuate how human rights violations in South Africa and the Netherlands ought to be expiated through teaching and learning to justify and preserve dignity, self-respect, and freedom towards the advancement of affective life and humanity. Hopefully, through education, it is averred that degradation, inhumanity, and irresponsibility will be undermined and eradicated. The possibility that dignity and decency will remain in place and that it ought to be preserved at all costs even beyond the imagination, and rightfully so, seems to be at the centre of the editors’ concern for the cultivation of human rights education. In this way, apartheid, colonialism and other pervasive torments of human and non-human life should be distanced from genuine educational encounters. Show less
Berg, E. van den; Logman, P.S.W.M.; Veen, N. van 2023
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
This book starts with Vansina, who holds that old cultural traditions in Africa have been destroyed, but that new ones are emerging. With Prah, the study argues that a key role is played by... Show moreThis book starts with Vansina, who holds that old cultural traditions in Africa have been destroyed, but that new ones are emerging. With Prah, the study argues that a key role is played by education, which has to be based on African languages and values. Using a new quantitative comparative analysis, the study shows that maintaining former colonial languages as medium of instruction will become impossible to sustain. Over the next decade, some African countries will have to transition to African languages. The issue of language choice has vexed researchers and policymakers. The study shows how all over the world, designed languages serve speakers of several discerned languages. This solution could also be used in Africa, as demonstrated through six brief case studies. African languages in education will bolster the new, decolonised cultural traditions already taking shape on the continent. Show less
Oloruntoba-Oju, T.; Pinxteren, L.M.C. van; Schmied, J. 2022
The bulk of the book is based on papers presented during two virtual conferences hosted by the University of Leiden (Netherlands) in 2021. At the Africa Knows! Conference, a panel was devoted to ... Show moreThe bulk of the book is based on papers presented during two virtual conferences hosted by the University of Leiden (Netherlands) in 2021. At the Africa Knows! Conference, a panel was devoted to ‘The language issue and knowledge communication in Africa.’ It was initiated by the Universities of Ilorin (Nigeria) and Chemnitz (Germany). The papers by Eleshin, Oloruntoba-Oju, Sanon-Ouattara, Van Pinxteren, and Zatolokina were all first presented at this panel, before being peer-reviewed for this volume. The central theme of the conference was the decolonization of Africa’s knowledge production and related processes. The second conference was the 10th World Congress on African Languages and Linguistics (WOCAL) in June, where a workshop took place under the auspices of the Edinburgh Circle on the Promotion of African Languages, entitled ‘Let’s turn to policy.’ The papers by Alfredo, Dissake, and Nguere and Smith were also first presented during this workshop before being peer-reviewed for this volume. In general, the position taken by the editors is that using indigenous languages in education can make an important contribution to national development as well as to personal empowerment. Africa is characterised in part by its continued use of former colonial languages in education. However, sixty years after independence, it seems high time to question this colonial heritage. In the context of global and digital communication today, old African values of multilingualism and culture-specific communicative strategies should not be neglected, but revalued and revived in new ways. We do not deny the importance of a good command of international languages. However, this should not be at the expense of indigenous languages. The introduction to the book argues that a transition towards increased use of African languages in formal domains will not only be necessary and practically possible, it will become inevitable. Show less
The corpus of Æsopian fables books has been taught to French children and teenagers for centuries. Yet little analysis looks at the production in its entirety. Therefore, within this corpus, I... Show moreThe corpus of Æsopian fables books has been taught to French children and teenagers for centuries. Yet little analysis looks at the production in its entirety. Therefore, within this corpus, I evaluated the relationship between the text, the images, and the educational purpose of various fable authors using 252 visuals, published between 1500 and 2020. Sources include picture books, board games, sheet music, posters, school materials, and even application software. All have in common the aim of pursuing or promoting an educational use of the fables. My research focuses on the role that illustrated fables play in French education.Through a sociological approach that features the concept of médiation littéraire, book history, literary analysis, the study of the layout of the books and intermedial analysis, I conclude that Æsopian fables are used as a social link between generations of French people.They became essential across primary schools in the mid-19th century. Before that, they were mostly intended for socially privileged children whose families could afford a secondary education.Regardless of the century, the illustrations which accompany fables play a role in the text’s adoption across French schools: they participate in the transmission of the genre and other kinds of knowledge Show less
The miracle of the hbs is about the early history of the hogere burgerschool (Higher Civic School) or HBS, a now-defunct Dutch secondary school type that achieved great fame. The research focuses... Show moreThe miracle of the hbs is about the early history of the hogere burgerschool (Higher Civic School) or HBS, a now-defunct Dutch secondary school type that achieved great fame. The research focuses on the establishment and functioning of the HBS in twelve smaller municipalities with populations of less than 10,000 people in the outer provinces of the Netherlands. Initially, the HBS was not really a success – its profile was unclear, the results of its few students were disappointing, and the cost for national and local government high. Still, those first few schools survived. The aim of the study is to find explanations for this paradox.The research shows that the miracle of the HBS is due to a combination of factors: well-timed legislation; a well-drafted law; two strong inducements in the legislation, namely money and curricular freedom; great enthusiasm in the region, particularly outside the traditional centre of the country; a degree of invulnerability to criticism from the opposition; and, above all, the self-confident actions of erudite and well-paid teachers committed to the new school and prepared to devote themselves fully to designing and improving its curriculum without making any concessions to the quality of the education. Show less
This dissertation presents the results of the importance of creativity for ICT-students of Dutch universities of applied sciences (in Dutch: hogescholen), and the functioning of training courses... Show moreThis dissertation presents the results of the importance of creativity for ICT-students of Dutch universities of applied sciences (in Dutch: hogescholen), and the functioning of training courses that aim to promote creative abilities is highlighted. The ability to generate new and potentially useful ideas and problem-solving skills as a result of creative thinking is an important driver of human evolution. According to many, creativity is a very valued and sought-after accomplishment for today's society and for the future. In addition, computers, and everything related to them, have become an integral part of society. The ‘computer’ is one of the most important innovations in the history of mankind. Computers have radically changed our lives. It is even hardly conceivable to innovate without ICT. It is therefore logical that ICT-professionals play an extremely prominent role in innovation. This applies in particular to students taking a Bachelor of ICT-course in a Dutch University of Applied Sciences, because they are trained as leading IT-specialists.These phenomena led to two interrelated research questions: (i) ”Is creativity training important for ICT-students at Dutch hogescholen?”; and (ii): “Does creativity training work, as it is integrated in the curriculum of these ICT-students?” Show less
Smits J., Permanyer I., Wildeman J., Dietz A.J. 2020
External PhD candidate Annette Jenowein investigated how women have changed the meaning of gender by claiming their place in traditionally male-dominated domains. Her research focuses on the life... Show moreExternal PhD candidate Annette Jenowein investigated how women have changed the meaning of gender by claiming their place in traditionally male-dominated domains. Her research focuses on the life of Charlotte Jacobs: the first woman to establish herself as an independent pharmacist in the Dutch East Indies, a profession that was then regarded as a male profession. Since 1866, when girls were allowed to take the apprentice pharmacist's exam, a woman in the pharmacy was no longer a peculiarity. But when the first woman graduated as a pharmacist in 1881, (male) colleagues openly questioned whether a woman could also manage a busy pharmacy and establish business contacts just as well as a man could. Charlotte Jacobs, sister of Aletta Jacobs (1854-1929) - who was seven years younger and was a doctor and advocate for women's suffrage - managed to run her pharmacy in Batavia for nearly thirty years, all of which she managed exclusively with female assistants. Jenoweins research shows that the entry of women into male domains, such as science and higher professional work, has not only changed the meaning of gender, but has also radically changed the meaning of these institutions. After her death, Charlotte Jacobs earmarked a large part of her assets for a study fund for women and girls who wanted to study at a university but could not pay the costs themselves. This Charlotte Jacobs Study Fund still exists and flourishes and annually supports an average of thirty women and girls who want to study at a Dutch university. Show less
This dissertation is an ethnographic research of three groups of people from South Korea to China -- parents, students and educational agents -- focusing on their ‘greed’, expectation, anxiety, and... Show moreThis dissertation is an ethnographic research of three groups of people from South Korea to China -- parents, students and educational agents -- focusing on their ‘greed’, expectation, anxiety, and dread regarding education. Examining this sheds light on the subjectivities of the people who are confronted with their structural positioning as being sojourners from South Korea and foreigners in China. The individual desire on education is induced by and reflects China’s national ambition in pursuit of educational internationalization and Korea’s compulsion to incorporate overseas nationals into its rhetoric of globalisation. Both nation-states confer political privileges on the children of overseas Korean nationals in their educational trajectories. As a result, individuals are empowered to creatively comply with, tactically appropriate, or, simply discard educational arrangements by the states. Paradoxically, they simultaneously encounter regulatory, socio-economic, and geographical constraints as they reside in China and make plans for further migration. This thesis demonstrates that ethnic solidarity is restrictive in helping Koreans obtain opportunities that they expect to have. Koreans are increasingly scattered depending on their social-economic statuses and set out to merge with non-ethnics. This trait offers a significant insight into the nuanced tendency of the Chinese immigration policy. Show less
