Zoekresultaat: 10 artikelen

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Reflectie & debat

Access_open Slavernijonderwijs in de praktijk, wat gebeurt er in de klas? Een pleidooi voor meer aandacht voor de erfenis van het slavernijverleden

Tijdschrift Beleid en Maatschappij, Aflevering 2 2019
Trefwoorden Sensitive history, Slavery, Education, Racism, Discrimination, Slavery education primary school, History, Dutch canon for history, Slavery and citizenship, Empowerment training
Auteurs Dr. Aspha Bijnaar
SamenvattingAuteursinformatie

    Reflection and debate initiates academically inspired discussions on issues that are on the current policy agenda.


Dr. Aspha Bijnaar
Dr. Aspha Bijnaar is onafhankelijk onderzoeker en directeur van stichting EducatieStudio. Ze is in 2002 als sociologe gepromoveerd aan de Universiteit van Amsterdam en heeft als onderzoeker gewerkt aan diverse wetenschappelijke publicaties, tentoonstellingen en lespakketten over slavernij en het erfgoed van slavernij. Ze ontwikkelde een reeks gastcolleges met theater over slavernijgeschiedenis en erfenis getiteld Hedendaags burgerschap, slavernij en jij!. Daarnaast maakte ze de theatervoorstelling Rebelse Vrouwen. Een voorstelling over verzet van vrouwen in slavernij en gaf ze een stripboek uit, getiteld Jacquelina. Slavin van Plantage Driesveld.
Artikel

Het vernieuwde toezicht in het onderwijs

Hooggespannen verwachtingen van kwaliteitszorg, bestuurskracht en maatwerk

Tijdschrift Bestuurskunde, Aflevering 4 2018
Trefwoorden Inspectorate of Education, Renewed customized work approach, Policy Theory, Effects, Supervision
Auteurs Dr. Marlies Honingh, Prof. dr Melanie Ehren en Dr. Cor van Montfort
Samenvatting

    This paper presents the policy theory of the Dutch Inspectorate of Education’s 2017 framework. The framework includes a set of indicators and working methods for the inspections of school boards which are expected to lead to improved quality and organizational learning of the schools and colleges within each board’s portfolio. Inspection feedback, quality assurance, stakeholder involvement and governance are the key mechanisms through which customized inspections are assumed to affect change. These customized inspections start from a set of legal requirements schools and colleges have to meet, but add inspections modules which are agreed on with each school board at the start of an inspection visit. As these inspections are currently being implemented, there is no evidence yet on the validity of these assumptions.


Dr. Marlies Honingh

Prof. dr Melanie Ehren

Dr. Cor van Montfort
Artikel

Nieuw systeem, nieuwe kansen?

Ouders in Amsterdam-West over (de)segregatie in het basisonderwijs.

Tijdschrift Beleid en Maatschappij, Aflevering 3 2016
Trefwoorden Segregation, Educational reform, Parents, Attitudes, Amsterdam
Auteurs Dr. Bowen Paulle, Drs. Jonathan Mijs en Drs. Anja Vink
SamenvattingAuteursinformatie

    In 2015 Amsterdam introduced a new primary school admissions system. This system is rooted in various desegregation pilots, including two based on the ‘controlled choice’ approach. In conjunction with one of these pilots located in West Amsterdam, we researched the criteria parents used while thinking about (de-)segregation in primary schools and parents’ attitudes regarding the controlled choice approach. Due to political developments between 2008 and 2011, we considered our data useless for policy discussions. The introduction of a new admissions system, however, gives our data a newfound relevance. This article therefore describes how parents in socio-economically diverse neighbourhoods think about segregation and school choice. The 249 parents we interviewed or surveyed supported schools with a ‘good mix’, but they had diverging opinions about the meaning of such terms. The parents were optimistic with regard to controlled choice, even if this could in some ways limit their own options. We conclude that the political resistance to desegregation at the primary school level cannot be justified by empirically unfounded claims about the perceptions and preferences of parents. We hope that our findings may lead to empirically grounded policy evaluation and policy making.


Dr. Bowen Paulle
Dr. Bowen Paulle is universitair docent sociologie aan de Universiteit van Amsterdam.

Drs. Jonathan Mijs
Drs. Jonathan Mijs is promovendus in de sociologie aan Harvard University.

Drs. Anja Vink
Anja Vink is journalist voor onder andere Vrij Nederland, NRC Handelsblad en De Correspondent, en auteur van Witte zwanen, zwarte zwanen de mythe van de zwarte school. Ze heeft gedoceerd aan onder andere de Universiteit van Amsterdam.
Artikel

Professioneel vermogen

Proactieve ‘coping’ door publieke professionals

Tijdschrift Beleid en Maatschappij, Aflevering 4 2015
Trefwoorden Public professionals, Teachers, performance pressures, proactive coping, professional capability
Auteurs Prof. dr. Mirko Noordegraaf, Nina van Loon MSc, Madelon Heerema MSc e.a.
SamenvattingAuteursinformatie

    Professional services such as educational services, are increasingly managed and optimized in order to improve performances. Performances of students, teachers and school (boards) are measured and evaluated. Increasingly, rules and systems focus on outputs and control. Consequently, the ‘freedom’ of professionals such as teachers is reduced, or is perceived and felt to be reduced. There have been growing debates on the problematic effects of performance pressures. Often, public professionals are seen as ‘defenseless victims’ of systems and pressures – they are ‘professionals under pressure’. In this paper, we introduce a more positive way of understanding professionals and professional action in changing contexts. We see professionals such as teachers as ‘active agents’ who can develop and regain control over their own situation. Professionals can deliver quality, in spite of bureaucratic burdens and managerial intrusions. We call this ability professional capability: ‘the ability to proactively deal with work-related expectations, tasks and burdens in dynamic stakeholder environments’. This paper combines research on public administration, organizational sociology and occupational psychology, to generate a more productive understanding of proactive coping of professionals in public domains. We define and operationalize professional capacity, we explore sources and effects, and we develop hypotheses for further research.


Prof. dr. Mirko Noordegraaf
Prof. dr. Mirko Noordegraaf is als hoogleraar publiek management verbonden aan het departement Bestuurs- en Organisatiewetenschap (USBO) van de Universiteit Utrecht.

Nina van Loon MSc
Nina van Loon MSc was als promovenda verbonden aan het departement Bestuurs- en Organisatiewetenschap (USBO) van de Universiteit Utrecht en is thans werkzaam bij Aarhus University, Denemarken.

Madelon Heerema MSc
Madelon Heerema MSc is als researcher verbonden aan het departement Bestuurs- en Organisatiewetenschap (USBO) van de Universiteit Utrecht.

Marit Weggemans MSc
Marit Weggemans MSc was als student-assistent verbonden aan het departement Bestuurs- en Organisatiewetenschap (USBO) van de Universiteit Utrecht.
Artikel

Kwaliteit als sleutel tot overheidsinterventie: een reflectie op de beleidsassumpties van autonomievergroting in het primair onderwijs

Tijdschrift Bestuurskunde, Aflevering 1 2014
Trefwoorden primary education, organizational autonomy, autonomization
Auteurs Marlies Honingh en Sandra van Thiel
SamenvattingAuteursinformatie

    In the 1980s, the organizational autonomy of primary schools in the Netherlands was increased to improve the quality of education. Today, new restrictions are being imposed on this autonomy, again as a means to improve educational quality. This article discusses whether this change can be seen as a systemic change or rather a further streamlining of the policies started in the 1980s.


Marlies Honingh
Dr. M.E. Honingh is als universitair docent verbonden aan de Radboud Universiteit Nijmegen.

Sandra van Thiel
Prof. dr. S. van Thiel is hoogleraar Bestuurskunde aan de Radboud Universiteit Nijmegen.
Artikel

The past, present and future of the Big Society

Een ideeëngeschiedenis met betekenis voor Nederland

Tijdschrift Bestuurskunde, Aflevering 1 2013
Trefwoorden Big Society, political ideas, agenda-setting
Auteurs Peter Franklin en Peter Noordhoek
SamenvattingAuteursinformatie

    This article explores the intellectual, political and pragmatic origins of the concept Big Society. The authors argue that although the concept has become intertwined with the political ideas of UK’s Prime Minister David Cameron, the concept has also become firmly rooted in society and is thus likely to survive the political life of Cameron. Also outside the UK, the concept has acquired political attention. The authors explore the meaning of Big Society for the Netherlands. Thus far, the concept has reached the political agenda, but time will tell how the concept succeeds to sustain.


Peter Franklin
P. Franklin is a political researcher and speechwriter specialising in social and environmental issues. A former member of the Conservative Research Department and Policy Unit, he now works in the House of Commons. All views expressed in this article are his own.

Peter Noordhoek
P. Noordhoek is directeur van Northedge BV.
Artikel

De inhoud van ‘burgerschap’ in de inburgeringscursus en burgerschapsonderwijs

Tijdschrift Beleid en Maatschappij, Aflevering 3 2012
Trefwoorden citizenship, civic integration, civic education, text books
Auteurs Matthijs Lems MSc en Dr. Semin Suvarierol
SamenvattingAuteursinformatie

    The recent scholarly debate on policies and discourses with regard to citizenship in the Netherlands point to a moralization or culturalization of citizenship. This article aims to contribute to this debate by zooming into the current contents of citizenship education. We make a comparative analysis of the contents of textbooks for citizenship education that are used for civic integration courses for migrants and for primary and secondary school students in the Netherlands. Our findings show that citizenship has indeed gained a moral content in both contexts but that the difference lies in the norms that are stressed and how they are conveyed to the target population of future citizens. Whereas civic integration books for migrants emphasize the importance of learning local procedures and habits in order to belong to the Dutch national community, primary and secondary school books underscore the importance of dealing with cultural diversity in the multicultural society.


Matthijs Lems MSc
Matthijs Lems MSc is afgestudeerd als socioloog aan de Erasmus Universiteit Rotterdam met de scriptie Samen leven kun je leren … (waarop dit artikel grotendeels is gebaseerd). Matthijslems@gmail.com

Dr. Semin Suvarierol
Dr. Semin Suvarierol is als postdoc verbonden aan de Capaciteitsgroepen Bestuurskunde en Sociologie van de Erasmus Universiteit Rotterdam en doet vergelijkend onderzoek naar inburgeringsbeleid in Nederland, Frankrijk en het Verenigd Koninkrijk. Suvarierol@fsw.eur.nl

    Although long recognized as beneficial, a global language has not come to fruition despite considerable past efforts. A major reason is that many policy makers and citizens fear that such a universal language would undermine the particularistic, constituting primary languages of local and national communities. This dilemma can be greatly diminished by a two tier approach, in which efforts to protect the primary language will be intensified but all the nations involved would agree to use the same second language as the global one. Although theoretically the UN or some other such body could choose such a language, in effect English is increasingly occupying this position. However, policies that are in place slow down the development of a global language, often based on the mistaken assumption that people can readily gain fluency in several languages.


Amitai Etzioni
Amitai Etzioni is universiteitshoogleraar aan de George Washington University in Washington DC en directeur van het Insititute for Communitarian Policy Studies. Hij wordt beschouwd als een van de grondleggers van het communitarisme. Enkele van zijn meest bekende werken zijn The Active Society (1969), The Spirit of Community (1993) en The New Golden Rule (1996).
Artikel

Vervreemd of gewoon verschillend?

De gevolgen van onderwijshervormingen voor loyaliteiten van schoolleiders in het voortgezet onderwijs

Tijdschrift Beleid en Maatschappij, Aflevering 4 2009
Auteurs Bas de Wit
SamenvattingAuteursinformatie

    Since the 1980s, there has been a rise of managers and executives in public domains. Especially in domains like education, this development was accompanied by sharp controversies and 'clashes' between managers and professionals, who would be 'alienated' from each other. The classic nature of professional and managerial loyalties would seem to strengthen this alienation. Professionals would primarily be loyal to their profession, whereas managerial loyalties would mainly focus on organisations. Although research has criticized the one-sidedness of professional loyalty, managerial loyalty has hardly been studied up till now. In this article, managerial loyalties are analyzed theoretically as well as empirically. The article rests upon a qualitative study among school leaders in Dutch secondary education. It shows that management reforms in education did not result in the adoption of a new, primary loyalty to organizations, management or performance by school leaders. Instead, long-standing relations, for example with teachers, remain meaningful, also because most school leaders have a professional background as teacher. Consequently, assumptions about managers who alienate from professionals, and managers who do not value their relationships with professionals must be criticized, at least in (secondary) education.


Bas de Wit
Bas de Wit is als promovendus verbonden aan het departement Bestuurs- en Organisatiewetenschap van de Universiteit Utrecht. Correspondentiegegevens: Drs. B.C. de Wit, MSc Universiteit Utrecht Departement Bestuurs- en Organisatiewetenschap Bijlhouwerstraat 6 3511 ZC Utrecht b.c.dewit@uu.nl
Artikel

Onderwijssegregatie in de grote steden

Tijdschrift Beleid en Maatschappij, Aflevering 2 2005
Auteurs Sjoerd Karsten, Charles Felix, Guuske Ledoux e.a.
SamenvattingAuteursinformatie

    Across Europe, urban education systems are struggling with the process of integration of immigrants in its schools. This article explores the most important aspects of this new urban phenomenon and its impact on urban school systems in the Netherlands. It clearly shows that ethnic segregation in elementary and secondary schools is widespread in Dutch cities. This ethnic segregation is caused by a combination of residential segregation, and, as our own studies prove, of parental choice. The article also deals with recent Dutch studies on the effects of segregation. Finally, it treats the question how schools and authorities, in a long-standing tradition of parental choice, are dealing with this segregation.


Sjoerd Karsten
Sjoerd Karsten is Universitair hoofddocent onderwijsbeleid, Universiteit van Amsterdam. Adres: SCO-Kohnstamm Instituut, Wibautstraat 4, 1091 GM Amsterdam, tel.: 020 - 525 1232, e-mail: S.Karsten@uva.nl

Charles Felix

Guuske Ledoux

Wim Meijnen

Jaap Roeleveld

Erik van Schooten
Interface Showing Amount
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