Zoekresultaten

Creating Caring and Just Democratic Schools to Prevent Extremism

Secondary schools are well placed to avert radicalization processes toward extremism because such trajectories often begin in adolescence. Adolescents are in the process of forming their identities, and most adolescents are idealistic, which makes them susceptible to groups that passionately pursue utopian visions. To avert the path toward extremism, Doret de Ruyter and Stijn Sieckelinck propose to balance a prevention approach with a positive educative ethos that is sensitive to the emotions involved in students' quest for meaning in life and identity formation. This involves schools being places where all students experience that they matter and where they can express their passion for their ideals and experiment with their identities without being ridiculed; at the same time, schools must guide students in learning that not everything they value will be accepted and that they must also take into account the interests and rights of others. The schools' role is thus complex and precarious, and teachers are in a position of navigating a politically sensitive minefield daily. Therefore, any theoretical proposition regarding what schools can realistically do to prevent extremism must be informed by everyday educational practice.

Becoming a democratic citizen

Democratizing Social Work in the Netherlands

Sustainability in Project Management Competences

Sustainability is one of the most important challenges of our time. How can we develop prosperity, without compromising the life of future generations? Companies are integrating ideas of sustainability in their marketing, corporate communication, annual reports and in their actions. The concept of sustainability has more recently also been linked to project management. Studies show that considering sustainability should not be regarded a responsibility of just the project sponsor or executive, also the project manager has a strong influence on the sustainability aspects of a project. Mary McKinley stated already at the 2008 IPMA World Congress that “The further development of the project management profession requires project managers to take responsibility for sustainability”. This paper builds upon this vision, by exploring the concept of sustainability and its impact on the competences of the project manager (based on the ICB3). It aims to provide guidance on how the standards of project management competencies should integrate the concepts and principles of sustainability.

Citizenship education, international competences and extended reality: Immerse yourself

Article for the Albanian Studies Days 2021 of the European University of Tirana.  Higher education supports students in acquiring competences; a mix of knowledge, skills and attitudes. Experience has shown that it is precisely attitude and skills that ensure a better connection to the labor market, in whatever sector in whatever country.

Compensating or reproducing?

Studies show that adolescents that follow a higher educational track have more positive experiences than those of lower levels with aspects of democracy, such as decision-making or discussions. In our study, we focus on how adolescents from different educational tracks evaluate the various possibilities to experience democracy in daily life, and whether school is compensating for any difference therein. Data were gathered by interviewing 40 adolescents at two points in time (eighth and tenth grade). The results suggest that, especially in the later phase of secondary education, according to the experiences of adolescents it is apparent that school exacerbates instead of decreases social differences in society. Those in the higher educational track experience more often than those in the lower track having discussions and being encouraged to be socially and politically engaged. We discuss opportunities for teachers and for citizenship education to strengthen democratic socialization in both educational tracks.