dc.rights.license | CC-BY-NC-ND | |
dc.contributor.advisor | Quinan, Christine | |
dc.contributor.author | Feltmann, Sarah | |
dc.date.accessioned | 2021-10-29T10:01:17Z | |
dc.date.available | 2021-10-29T10:01:17Z | |
dc.date.issued | 2021 | |
dc.identifier.uri | https://studenttheses.uu.nl/handle/20.500.12932/55 | |
dc.description.abstract | For a long time now, there has been a worry about youth’s lack of political participation.
Arguably, this has to do with a general emphasis within education on the banking system of
education and little attention for the social sciences (in The Netherlands: Maatschappijleer
class). I argue that we need empathy to increase the degree of political participation. To teach
empathy, we need anti-oppressive education. This thesis explores the perceptions of five
former high school students on the presence of anti-oppressive components, such as
antiracism, in the high school curriculum and the school environment. Furthermore, it will
address the students’ opinions on the value, challenges and requirements of an elaborate
implementation of anti-oppressive education in the Dutch high school context. Through
critically approaching the students’ thoughts and opinions from a feminist point of view, the
article argues that anti-oppressive components are currently lacking in the Dutch high school
system and would, indeed, be a valuable addition in aiming for a more inclusive society in
which our students learn early on to take a stand against injustice. | |
dc.description.sponsorship | Utrecht University | |
dc.language.iso | EN | |
dc.subject | The article explores the perceptions of five former high school students on the presence of anti-oppressive components, such as antiracism, in the high school curriculum and the school environment. It addresses the students’ opinions on the value, challenges and requirements of an elaborate
implementation of anti-oppressive education in the Dutch high school context. | |
dc.title | Challenging established education: student perceptions of anti-oppressive components in the Dutch high school context | |
dc.type.content | Master Thesis | |
dc.rights.accessrights | Open Access | |
dc.subject.courseuu | Gender Studies | |
dc.thesis.id | 145 | |