With the aim of promoting academic exchange and cooperation, we would like to invite all (research master) students, researchers and other staff members to attend the colloquium.
Day: Monday 26 September 2022
Time: 1 - 2 pm CET
We look forward to seeing you at the Graduate School Colloquium!
With kind regards, also on behalf of Geerte Savenije, Lianne Hoek and Andries van der Ark, Annette van Maanen, Qingqing Du (email@example.com) and Jiajun Mo (firstname.lastname@example.org).
Dutch history teachers' perceptions of teaching the topic of Islam while balancing distance and proximity
Teaching about the topic of Islam may be challenging. In this paper I will present the results of a survey study (N = 81) of Dutch history teachers and six in-depth interviews examining the sensitivities experienced when teaching Islam-related issues and the motives that underlie teachers' decisions. We developed an analytical framework comprising three dimensions that describe the proximity and distance between teachers and students from interpersonal, identity and knowledge perspectives. The results show that differences between teachers and students regarding their sources of knowledge and epistemological authority are an important factor affecting the sensitivity of Islam-related issues.
Keywords: Teaching controversial/sensitive topics in history, Teaching Islam, History teacher perceptions
Improving citizenship competences: Towards an output-driven approach in citizenship education
Purpose: Scholars are increasingly paying attention to the characteristics of effective citizenship education. The systematic use of data to maximise student learning, also called an output-driven approach, is often presented as a powerful predictor of student outcomes. However, its effectiveness has not been studied in citizenship education. Therefore, this paper aims to theoretically reflect on whether an output-driven approach is also feasible for citizenship education.
Methodology: We distinguish five building blocks of an output-driven approach and elaborate on their applicability in citizenship education. While doing so, we draw attention to the normative notion in citizenship education and the quality and availability of measurement instruments for citizenship competences. Both may challenge the application of an output-driven approach, particularly given the relatively young tradition of measuring citizenship competences.
Findings: We conclude that an output-driven approach in citizenship education seems feasible, provided that the characteristics of citizenship education are carefully considered.
Graduate School Colloquia for the next academic year will take place on:
- 31 October 2022
- 28 November 200
- 30 January 2023