Een interdisciplinair programma over dilemma's in pedagogiek, cultuur en onderwijs. Wil jij bijdragen aan oplossingen, kennis en beleid - en leren van andere disciplines en landen?
Semesters | ||||
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VakkenVakkencatalogus > | 1a | 1b | 2a | 2b |
Ethics in Care and Education (5 EC, keuzevak) | ||||
Teaching and Practical Research Skills (5 EC) | ||||
In the best interests of the child (5 EC) | ||||
Knowledge and Technology in Educational and Psychological Practice (5 EC) | ||||
Qualitative Research Methods (5 EC) | ||||
Citizenship and Education in Postcolonial Societies (5 EC) | ||||
Research Thesis (5 EC) | ||||
Stage (5 EC) | ||||
Education for a better world (5 EC) |
Klik in de vakkencatalogus op het tabblad 'Ethics of Education' en klik op een cursus voor meer informatie over de inhoud, het leerdoel, de taal en de docent.
Voor meer informatie over de inhoud van de tracks, kun je contact opnemen met de studieadviseurs of de coördinatoren.
Specifieke eisen | Extra informatie |
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minimum kennis |
Voldoende vakken op het gebied van:
Eerdere ervaring met academisch schrijven (bijv. bachelorscriptie) is wenselijk, maar geen vereiste. |
Vooropleiding | Organisatie | Instroom |
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Alle HBO-instellingen |
Via een pre-master Extra informatie:
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Vooropleiding | Organisatie | Instroom |
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Alle WO-instellingen |
Via een pre-master Extra informatie:Admission request to the admissions committee. Based on the request, the committee assesses whether an additional programme in the form of a pre-master's degree is required. |
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Academische opleiding leraar basisonderwijs | Alle WO-instellingen |
Drempelloze toelating Extra informatie:Note: Applies to all bachelors in Pedagogical Sciences at a research university (not only to Academic primary school teacher) |
Vooropleiding | Organisatie | Instroom |
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Pedagogische Wetenschappen | Rijksuniversiteit Groningen | Drempelloze toelating |
Voor studenten zonder drempelloze toegang geldt: dien een toelatingsverzoek in via het formulier Aanvraag toelating MSc Pedagogische Wetenschappen. Je hebt een afgeronde universitaire bachelor nodig in onderwijswetenschappen of een aanverwant domein. Je dient via het formulier je diploma's en een lijst van vakken met vakomschrijvingen aan te leveren. Een assessment kan deel uitmaken van de toelatingsprocedure.
Op de algemene RUG pagina Overzicht inschrijfprocedures lees je meer over de aanmeldingsprocedure. Je kunt ook contact opnemen met admission rug.nl.
Type student | Deadline | Start opleiding |
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Nederlandse studenten | 01 juni 2025 | 01 september 2025 |
01 juni 2026 | 01 september 2026 | |
EU/EEA studenten | 01 juni 2025 | 01 september 2025 |
01 juni 2026 | 01 september 2026 | |
non-EU/EEA studenten | 01 mei 2026 | 01 september 2026 |
Specifieke eisen | Extra informatie |
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vooropleiding |
A completed university bachelor's degree in Educational Sciences or a related field allows you to request admission via the Admissions Committee. Please check the registration procedure below for more information on how to submit your application. |
minimum kennis |
The transcripts show evidence of sufficient courses on: Research methods for the social sciences (preferably quantitative AND qualitative). Academic disciplinary knowledge on education, developmental psychology, educational psychology, sociology of education, and adjacent fields. Previous experience with academic writing (e.g., Bachelor thesis), is desirable, but not an entry requirement. |
taaltoets cijfer |
The official language of the programme is English. Non-native English speakers must provide evidence of satisfactory results for one of the standard tests mentioned below. Official test results must be supplied. Please note, we do not accept Institutional TOEFL results as evidence of English proficiency. IELTS: overall 6.5; writing 6.5; speaking 6.5 | TOEFL internet-based: overall 90; speaking 22; writing 24 | CAE / CPE: C, B or A | Dutch pre-University diploma (VWO) including English: 5.5 for English | |
To apply for this
programme, first go to
Studielink
. After you have submitted your
details in Studielink, you will receive an e-mail with the
information necessary to activate your user account for The
Progress Portal.
See the
application procedure
for some guidance in Progress
Portal.
Then, please upload the following documents in The Progress Portal:
If you have any doubts about your application, please contact us at: admissionsoffice rug.nl
Type student | Deadline | Start opleiding |
---|---|---|
Nederlandse studenten | 01 juni 2025 | 01 september 2025 |
01 juni 2026 | 01 september 2026 | |
EU/EEA studenten | 01 juni 2025 | 01 september 2025 |
01 juni 2026 | 01 september 2026 | |
non-EU/EEA studenten | 01 mei 2026 | 01 september 2026 |
Na afronding van de master kun je terecht in functies bij instellingen, instanties en media die zich bezighouden met onderzoek, onderwijs, opleiding, kinderopvang, jeugdzorg en dergelijke. Deze functies vallen binnen de domeinen:
Binnen de master Ethics of Education doen studenten hun masteronderzoek binnen de thema's van de onderzoeksgroep Education in Culture. Deze groep bestudeert de wisselwerking tussen pedagogiek, cultuur en onderwijs in formele en informele settings, vanuit historische, filosofische, theoretische en interculturele perspectieven.
B.A.J.
(Johannes) Westberg
Expertise: History of Education, including the history of
school subjects, material culture, school finance, school
architecture, and the teaching profession.
Courses: Education for a better World; Expertise,
education and psychological practice
Current research: I am currently involved in a number of
projects, and have a wide range of interests. In the academic year
of 2020-21 I’m working on or finishing articles and chapters
on the history of kindergartens; the transnational history of
infant schools; the discourses of school crisis in Sweden; the
nation, manliness and physical education; the roles of European
ninteenth century school acts, the everyday lives of teachers, and
the marketization of Swedish preschools.
B.E.
(Brenda) Bartelink
Expertise: Anthropology of relationship building, gender
relations, parenting and family in the context of diversity. I am
interested in how people in everyday life deal with and respond to
normative views and discourses about relationship building,
parenting and upbringing. In my own research I mainly focus on how
people navigate normative approaches to gender and sexuality in
their daily lives. In increasingly diverse societies, such as the
Dutch, there are also greater differences between how people
approach this and what they encounter in it. As a qualitative
researcher and ethnographer, I therefore mainly look at the
everyday ethics that speak from the daily actions and lives of
people. I publish on this subject with special attention to
cultural and religious diversity.
Courses: Family and Family Pedagogy, Theoretical Pedagogy,
Qualitative Methods
Current research: Religious and cultural diversity in
youth care; Sexual and relational formation in upbringing and
education; Mothers and Motherhood: Personal, Social and Political
Meanings
D.D. (Diana)
van Bergen
Expertise: my academic work focuses on ethnic- and sexual
minority adolescents and emerging adults. I investigate topics such
as youth's psychosocial development and mental health (particularly
suicidality), in relation to the family context, victimization
processes, and ethnic- and sexual minority discrimination or
stigma.
Courses: Domain Specific Skills
Current research: I am currently involved in several
research projects: 1) The background of suicide and suicidal
behavior of young people in the Netherlands 2) a suicide prevention
intervention study for LGBT Youth 3) Two projects about the
wellbeing and (ethnic) identity development of ethnic minority
youth ("Roots are Powerful" on foster children and "Father Absence"
on Caribbean Dutch youth). 4) Ethical Dilemmas regarding Religious
Issues in Foster Care.
J. (John)
Exalto
Expertise: religion and education; early modern education;
history of educational studies; freedom of education; Dutch school
system; history of youth care
Courses: Ethics in Care and Education; In the Best
Interest of the Child; Research Thesis; Traineeship
Current research: I am interested in early modern as well
as modern ideas and practices of education. Currently, my research
focuses on Philipp Abraham Kohnstamm and his role as one of the
founders of Dutch educational studies. I’m also researching
the ideas of the Bohemian philosopher John Amos Comenius and his
educational legacy in the Netherlands.
L.W.
(Lourens) van Haaften
Expertise: history of higher education;
internationalisation of education; education and post-colonialism;
test technologies in education; education and
nation-building.
Courses: Citizenship Development and Education; In the
Best Interest of the Child.
Current research: I am a historian with a broad interest
in how education as a transnational phenomenon shapes contemporary
societies. The focus of my work is on developments in India/South
Asia. My research interests include issues related to business and
management education, education and agriculture, education and
citizenship development, the history of testing and assessment,
governmentality and the geopolitics of education. In my research, I
often draw inspiration from the history of knowledge and Science,
Technology and Society studies.
S. (Sanne)
Parlevliet
Expertise: cultural transmission, (the history of)
children’s literature, children’s literature and
national identification
Courses: In the interest of the Child 1 and 2
Current research: I am interested in the history of
children’s literature, literature in culture, cultural
transmission and representation. My current research focuses on
identity and identification in historical fiction for children and
the reciprocity between the history of children’s literature
and the history of education. I am also starting up research on the
influence of reading fiction on attitudes and behaviour towards
minority groups.
S.M. (Sarahanna)
Field
Expertise: Research methodology (both qualitative and
quantitative, including the Delphi method and reform methodologies
such as preregistration/registered report and replication, and
ethnography), responsible research and innovation (RRI)
Courses: Domain-Specific Professional Skills; Ethics in Care and
Education
Current research: I am a metascientist, meaning, broadly,
that I use scientific methodology to study science itself. Within
that, my research involves different themes, all involving ethical
and responsible research practice. The main pillars of my research
involve: 1. The scientific subcommunity (known by some as the open
science community, the science reform movement, or
‘metascience’) that is interested in improving how
research is conducted and disseminated. 2. Certain scientific
methodologies, focusing on research ethics and responsible research
and innovation (RRI), and replication. 3. I am interested in
ensuring that the voices represented in scientific discourse are
diverse and varied.