Dutch Liberation Festivals: A Vehicle to More Politically Active Young Citizens, or Merely the Same Selective Audience?

Coopmans, Manja

doi:10.1007/s11205-018-1931-2

Cited by 1 publication

(2 citation statements)

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“…In addition to programmes concerning linguistic or cultural minorities, citizenship education (CE) has recently been introduced by schools to encourage pupils' social development and participation, and to bring them into contact with basic political and social concepts such as democracy, human rights, and social responsibility (Munniksma et al 2017). However, young Dutch citizens are not particularly active in social work or political engagement (Coopmans 2019). A decline in political participation could also be found in the 2017 parliamentary elections, during which young voters dropped from 77% in 2012 to 67% (Coopmans 2019).…”

Section: Introductionmentioning

confidence: 99%

“…However, young Dutch citizens are not particularly active in social work or political engagement (Coopmans 2019). A decline in political participation could also be found in the 2017 parliamentary elections, during which young voters dropped from 77% in 2012 to 67% (Coopmans 2019). Furthermore, the implementation of GCE in the Dutch education system is lagging behind; while most teachers agree with the importance of including it in school curricula, there is a relatively low percentage of schools offering structural attention to GCE (Hogeling 2012).…”

Section: Introductionmentioning

confidence: 99%

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Bridging theory and practice: conceptualisations of global citizenship education in Dutch secondary education

Duarte

Robinson-Jones

2022

Globalisation, Societies and Education

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With the rise of Global Citizenship Education (GCE) in education systems worldwide, recent research has attempted to categorise its various types and orientations. There are, however, limited insights into how different education stakeholders perceive and implement GCE in pedagogical practice. To bridge this gap between theory and practice, we apply a social cartography of GCE types from a recent study to identify management staff's, teachers', and pupils' perceptions of GCE in the context of Dutch (bilingual) secondary education. Based on a content analysis of 12 interviews and three focus groups with pupils, our findings indicate a clear dominance of a liberal orientation towards GCE, focusing on political and moral themes, but also evidence of a critical orientation, as well as liberal-critical and neoliberal-liberal interfaces. We propose that the reflections of practitioners and pupils presented in this study should be used to further develop (Dutch) GCE.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%