A Catalogue of Dutch Protestant Primary Schools in the Secular Age: Empirical Results

Bertram-Troost, G.D.; Miedema, S.; Kom, Cees; Avest, I. ter

doi:10.1080/15507394.2013.873315

Cited by 14 publications

(11 citation statements)

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“…Because Dutch denominational schools are mainly governed on a local level, they have, compared to their Flemish counterparts, more freedom to give shape to the (religious) identity of their school (cf. Bertram-Troost et al 2015;Bernts and Kregting 2018).…”

Section: The Identity Of Dutch Catholic and Protestant Schoolsmentioning

confidence: 99%

“…In 2015, an empirical study was carried out in order to investigate whether the distinguished components were still the most adequate ones to describe actual (protestant) school identities. On the basis of this study, a distinction in three types has been made: "Tradition schools", "diversity schools" and "meaning oriented schools" (Bertram-Troost et al 2015). These three types position themselves differently in relation to the cultural and religious diversity in society.…”

Section: The Identity Of Dutch Catholic and Protestant Schoolsmentioning

confidence: 99%

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Passive Freedom of Education: Educational Choice in Flanders and The Netherlands

Franken

Bertram-Troost

2021

Religions

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According to the ECHR, parents have the right to have their children educated in conformity with their own religious and philosophical convictions. In this contribution, we examine how this passive freedom of education is granted in the Belgian (Flemish) and Dutch education systems, which are both characterised by substantial funding of non-governmental (mainly Christian) schools. In order to do so, we will have a closer look at the diversity between denominational schools as well as to the diversity within these schools, with a particular focus on their school identity and their policy concerning Religious Education (RE). In addition, attention will be given to the organisation of RE classes in governmental schools, which is also considered a means to guarantee the passive freedom of education. Our analysis brings us to the conclusion that, in spite of a similar legal and financial framework, the Dutch constellation is currently best able to guarantee passive freedom of education for all in today’s secularised, pluralistic context.

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Section: The Identity Of Dutch Catholic and Protestant Schoolsmentioning

confidence: 99%

Section: The Identity Of Dutch Catholic and Protestant Schoolsmentioning

confidence: 99%

Passive Freedom of Education: Educational Choice in Flanders and The Netherlands

Franken

Bertram-Troost

2021

Religions

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“…There has never been an institutional relationship with churches, however, religion does play a role in denominational Christian schools, although in different ways than in previous times, due to the developments of secularization, individualism, and pluralism. Based on qualitative research at the beginning of this century, Bertram-Troost et al (2015) describe three types of Protestant Christian schools related to the way the religion at school is a recognizable factor of the school's ethos. These authors distinguish between:…”

Section: The Dutch Pillarized Educational Systemmentioning

confidence: 99%

Teachers’ Multi-Voiced Identity: Stimulating Religious Development in Children Aged 9–10 Within a Plural Context

Avest¹

2021

Wiener Beiträge Zur Islamforschung

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The population composition of teachers, pupils, and their families gives rise to a change of name from 'an age of secularization' to 'an age of pluralization.' In earlier days, parents' (religious or secular) worldview and school educational philosophy were attuned to one another and merged into a single, mono-cultural perspective on pupils' identity development. The basis of parents' upbringing and socialization in the family, and teachers' efforts to introduce culture at school, were similar life orientations. Parents' school choice was predetermined by their commitment to a particular (religious) worldview. Children's identities developed in a clear-cut context.Today, however, plurality dominates both at home and at school, for both parents and teachers. Parents with different cultural and religious backgrounds may get a good feeling upon entering a schoolyard or school building if they see a community of like-minded believers, and this contributes to the process of school choice. Children's identities develop in a plural context. Our question is, "What does this mean for the (religious) identity development of young children age 9-10?" And, related to that, "What does this mean for teachers' competencies regarding religious education (RE)/Interreligious Education (IRE)?"To answer these questions, we use the Dialogical Self Theory (DST) and its core concepts of 'voice' and 'positioning.' After presenting the Dutch, dual education system (with public and denominational schools) we describe, in I. ter Avest (B)

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“…In selecting the schools, we took into account the diversity of Christian secondary education as we found it in earlier research amongst primary schools connected to Verus. Previous research (see [14,15]) on Protestant-Christian primary education in a secular age resulted in a categorization of three types of Christian schools [16]. In the current research, these types are used as a heuristic instrument to select the schools [17].…”

Section: Selection Of Schoolsmentioning

confidence: 99%

Beyond the Split between Formal School Identity and Teachers’ Personal Worldviews: Towards an Inclusive (Christian) School Identity

Bertram-Troost

Versteegt

Kooij³

et al. 2018

Education Sciences

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Religious diversity within Dutch schools has greatly increased. We carried out an empirical study to offer insights into how secondary school teachers (try to) relate to the formal Protestant Christian identity of their school, the challenges they experience in relation to their own personal worldview, and the recommendations they have to overcome these challenges. In our qualitative study, we interviewed thirty-two teachers from eight different schools. In selecting the schools, we took into account the diversity of Protestant Christian secondary education in the Netherlands. The teachers teach different subjects in a variety of disciplines (languages, creative arts, sciences, et cetera). For many teachers, their personal worldview does not align neatly with the formal religious identity of the school. As a result, teachers experience challenges in relation to, for example, the act of daily worship and (Christian) celebrations. Teachers also experience tensions regarding the extent to which schools could or should be open towards (religious) others. Teachers’ advice, among other recommendations, is to create room for an open exchange of views, opinions, and experiences between teachers and principals. Some teachers recommend that their principal reconsider the formal Christian identity of the school and search for another, more inclusive school identity with which everyone involved can better identify.

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A Catalogue of Dutch Protestant Primary Schools in the Secular Age: Empirical Results

Cited by 14 publications

References 0 publications

Passive Freedom of Education: Educational Choice in Flanders and The Netherlands

Passive Freedom of Education: Educational Choice in Flanders and The Netherlands

Teachers’ Multi-Voiced Identity: Stimulating Religious Development in Children Aged 9–10 Within a Plural Context

Beyond the Split between Formal School Identity and Teachers’ Personal Worldviews: Towards an Inclusive (Christian) School Identity

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