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Research Globalisation Studies Groningen (GSG)

PHD defences of Robert Jjuuko, Marit Blaak and Nathalie Beekman

20 september 2021

This november PHD candidates Robert Jjuuko, Marit Blaak and Nathalie Beekman will defend their theses. There will be a Symposium organised on November 2nd and 3rd.

Nathalie Beekman
Supervisors: Prof. Jacques Zeelen and Prof. Gert Biesta

(In Dutch) In dit actieonderzoek richt ik me samen met een basisschool in een sociaaleconomisch zwakke wijk, de Katholieke Daltonschool Bisschop Bekkers, op de manier waarop de ontwikkeling van een kunst-&filosofielab bij zou kunnen dragen aan het herstellen van de verstoorde balans tussen vaste grip en vrije handeling in deze schoolpraktijk. Het onderwijs op de school is door de systeemdruk die voortkomt uit het huidige onderwijsbeleid en de maatschappelijke problematiek in de wijk te veel op vaste grip gericht geworden. Er ligt veel nadruk op cognitieve prestaties, disciplinering en op testen.

Door te kiezen voor actieonderzoek is het zoeken naar het herstellen van deze balans een gezamenlijke ontdekkingsreis van mij, als participatief onderzoeker, en de school geworden. Wij delen de aanname dat ruimte voor de vrije handeling in het onderwijs van belang is. Kinderen moeten als vrije en moedige mensen een eigen plaats kunnen vinden in een complexe, ‘meerstemmige’ wereld.

Robert Juuko
Supervisors: Prof. Jacques Zeelen and Dr. Cuthbert Tukundane

Millions of young people around the world still face enormous difficulties in their education-employment transitions despite decades of related research and global pronouncements for increased youth skills and decent work. The reality of the troubles young people encounter in navigating confining social and institutional settings to become productive workers and flourishing citizens in sub-Saharan African countries like Uganda continues to attract all sorts of theoretical arguments as well as policy assumptions and practical interventions. One such prominent assumption is the idea that increased young people’s participation in agricultural education and work has the potential to stem escalating youth unemployment. The related narrative that young people are less keen to plunge their learning and work life in agriculture owing to its low social status poses a huge education and labour policy dilemma across SSA and similar contexts.

The study is aimed at an in-depth examination of personal and contextual influences on young people’s agricultural education-employment transitions; and exploration of how to improve education processes for optimising their learning and labour market outcomes. It looks at the following research questions: 1. How do socio-economic conditions and institutional settings shape Ugandan young people’s agricultural education-employment transitions? 2. What improvements can be made to enhance agricultural education processes for optimising Ugandan young people’s learning and labour market outcomes?

Marit Blaak
Supervisors: Prof. Jacques Zeelen and Prof. George Openjuru

This research uses an organisational learning lens to explore how education NGOs could contextualise their interventions in a responsive and adaptive, yet critical manner. In particular the potential of double loop learning will be explored as a critical

learning project (Argyris, 1999; Bokeno, 2003). This concept was introduced by Argyris to differentiate whether organisational learning is more or less transformative. He stated that single loop learning results in changes to action strategies and double loop leads to change in underlying beliefs, assumptions or goals (Argyris, 1999). The main research question guiding this research was: How can education NGOs in Uganda create space for double loop learning involving community actors for delivery of relevant lifelong learning programmes for young adults? Sub-questions were:

1. Which organisational learning mechanisms are currently applied in education NGOs in Uganda?
2. Who are the actors involved and affected by the work of education NGOs in Uganda and what are the power dynamics between them?
3. What are enabling and limiting factors for double loop learning in education NGOs in Uganda?
4. What space is currently created for double loop learning involving community actors and how does this influence non-formal education programmes?
5. How can these spaces be opened to increase the relevance of non-formal education programmes through double loop learning?

Laatst gewijzigd:29 oktober 2021 15:13

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