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.
L. (Linda) Greveling
Expertise: Educational innovation in the 20th century (i.e. Middenschoolproject), imaging of education in media sources, debate (political, educational and academic) on educational innovation
Courses: In the interest of the Child 1 and 2
Current research: I am interested in educational innovation. My research focuses on the history of the experimental Dutch comprehensive schools (Middenscholen) and the imaging of these schools in media and politics.
P.C.M. (Nelleke) Bakker
Expertise: History of child-rearing and education, especially in the 20th century.
Current research: My research interests concern mainly processes of medicalization, pedagogization, and psychologization of child-rearing and education in the 20th century. It focuses particularly on the influence of the child sciences (child psychiatry, child psychology and special education science) on child-rearing and education. Current research concerns the conceptualization of childhood behavioral problems in these child sciences (1950-1990), the history of adoption, of fostering, and of children’s care. Other special interests concern the history of early childhood education and of girls’ (co)education.
Recent publications cover all these fields.
C.J. (Josje) van der Linden
Expertise: a few key words
Courses: Professional skills
Current research: My PhD thesis was on 'ensuring meaningful lifelong learning opportunities for groups at risk'. My research includes the specific educational needs of groups at risk, such as women and youth in (post-)conflict areas, and the ways in which these needs can be met.
P.A. (Piet) van der
Expertise: Citizenship Education (philosophy, history), Progressive Education (philosophy, history), Philosophy of Education (incl. ethics, and history).
Courses: Introduction Ethics, Citizenship Education 1 and 2
Current research: Currently working on different projects:
*Teaching critical thinking (curriculum and didactics). Important aspect of 21st century skills, citizenship education and Bildung. One of the foci is the relationship between critical thinking and arts education (in co-operation with some musea in Rotterdam and Amsterdam).
*The early 20th century history of (thinking about and practicing) citizenship education in the US, Japan and China. Very interesting background of recent policies and practices; helping us to reflect on contemporary theories, research and discussions. *Ethics of parental involvement in education. Parental involvement is a “hot” issue in educational policy and school practice. Moral questions (f.i. regarding equality, privacy, parental autonomy, professional autonomy) are not always considered.
*The early 20th century history of reform and progressive education (Montessori, Dalton Plan, Project plan etc. in the US, Japan and China). The international history of educational innovations is not only interesting for its own sake, but also instructive for new attempts to reform education.
*The history of the reception and interpretation of important philosophers of education (f.i. Dewey, Ballauff, and Ts’ai Yüan-p’ei). Thinking about education has always been a part of mainstream philosophy (since Plato). The same goes for 20th century philosophy, in all traditions. Much to learn ...
P.D. (Pieter) van
Expertise: Citizenship Education, History of education and policy, Science and technology studies, Political and continental philosophy, Historical epistemology
Courses: Citizenship 1 and 2
Current research: I am currently working on a PhD thesis on the development of scientific knowledge on citizenship education in the Netherlands and the United States. I analyze historical changes in scientific publications, educational policy and schoolbooks, looking at the 20th and 21st century. Citizenship education involves contested concepts like citizenship and democracy. This makes citizenship education morally, educationally and politically complex, but also interesting. What kind of citizenship should we teach? Who should decide on this: parliament, schools, parents, children? Should we have a national curriculum or should we leave room for different forms of citizenship education? And what role should the educational sciences have in these debates? I trace how ‘citizenship’ was understood in different research traditions and how the knowledge developed in science related to broader societal and political conceptions of citizenship and education. By looking at the interaction between educational science, educational policy and educational practice in the past, my research provides a historical perspective on current debates on citizenship education.
E xpertise: Citizenship Education, youth and participation in primary school, secondary school and vocational education
Courses: I coordinate Citizenship 1 and 2 as well as our traineeship program and I am also coordinating the master thesis.
Current research: The interest of my research is citizenship education. I am particularly interested in developing a citizenship education that is politically and educationally justified.
With politically justified, I mean the following: citizenship education is ideology-driven, and democracy and citizenship are controversial concepts. There are different conceptions of how democracy should work and what citizenship means. This calls for a justification of the concepts used in citizenship education. With educationally justified, I mean that citizenship education should foster student's autonomy, autonomy being defined as: "self-government in accordance with one's own truths and values" (Van der Ploeg, 1995, p.136). This implies fostering and exercising students' critical thinking skills and enabling them to make their own judgments. In my work as a researcher for the ROC van Twente (vocational education) and TechYourFuture (project "working together towards scientific citizenship"), both aspects are taken into account.