Ethics of Education: History, Pedagogy and Critical Sociology

Volgens onze studenten:
"Verschillende disciplines worden in de colleges, stage en/of masterthesis gekruist: geschiedenis, kinderrechten en filosofie."
"Je leert complexe ethische vraagstukken in opvoeding, onderwijs en jeugdzorg begrijpen en concrete adviezen schrijven voor de beroepspraktijk.".

• Onze master wordt verzorgd door deskundigen van de secties "Filosofie en geschiedenis" en "Rechten van het kind" van de afdeling Onderwijswetenschappen;
• Cursussen, onderwerpen van de onderzoeksprojecten en stages hangen nauw samen met het onderzoek en de expertise van de docenten van de master;
• Gastdocenten uit de academische wereld en het werkveld spreken over actuele thema's op het gebied van onderwijs en jeugd;
• Studenten kiezen of ze hun masterthese in het Nederlands of Engels schrijven.

Het deeltijdprogramma is identiek aan het voltijdprogramma, maar is verdeeld over twee jaar. De exacte verdeling van de cursussen vind je op deze pagina zodra het programma voor 2025/2026 is vastgesteld.

Klik in de vakkencatalogus op het tabblad 'Ethics of Education' en klik op een cursus voor meer informatie over de inhoud, het leerdoel, de taal en de docent. Let wel: tot het programma voor 2025/2026 is vastgesteld vind je hier de details van het full-time programma.
Voor meer informatie over de inhoud van de tracks, kun je contact opnemen met de studieadviseurs of de coördinatoren.

In de Master Ethics of Education ontwikkelen professionals en bijna-professionals de kennis en vaardigheden die nodig zijn om urgente ethische vragen te onderzoeken en te beantwoorden, recht doende aan hun complexiteit, en tegelijkertijd op zoek te gaan naar praktische oplossingen die van belang kunnen zijn in de context van beleidsvorming en in de praktijk.

De Master Ethics of Education bereidt voor op functies bij instellingen, instanties en media die zich bezighouden met onderwijs, opleiding, kinderopvang, jeugdzorg en dergelijke. Deze functies vallen binnen twee domeinen: Teaching & Training en Policy & Consultancy. Bij Teaching & Training gaat het om lesgeven in het hbo-onderwijs, maar ook om opleidingen en trainingen voor instellingen en bedrijven. Bij “Policy & Consultancy” gaat het om taken als advisering, ondersteuning, beleidsontwikkeling en communicatie, taken die uitgevoerd worden binnen allerlei instellingen die zich bewegen op het pedagogisch domein (zowel particulier als van overheidswege). Daarnaast bereidt de opleiding vanzelfsprekend voor op het doen van wetenschappelijk onderzoek.

Studenten worden tijdens de master vertrouwd gemaakt met het werkveld, de beroepsmogelijkheden en oefenen met elementaire beroepsvaardigheden als het opstellen van een adviesrapport en het geven van onderwijs en trainingen. De stage en het vak "Professional Skills" zijn hiervoor belangrijke onderdelen.

Maar waar vind je een baan?

Om een indruk te geven van waar je kunt werken, volgt hier een kort overzicht van een aantal concrete instellingen/instituties waar je kunt werken. De lijst is vanzelfsprekend niet uitputtend.

• Vereniging voor openbaar onderwijs (VOO)
• Onderwijsraad
• PO/VO/MBO raad
• VSNU
• Overheid (ministeries van OCW, Veiligheid en justitie, VWS: jeugdzorg; gemeenten)
• Raad voor de kinderbescherming,
• Onderwijsadvies en begeleidingsdiensten,
• HBO-instellingen (bijvoorbeeld als docent)
• Dag- week- en maandbladen
• Onderwijsvakbonden
• UNICEF
• EU
• OECD
• UNESCO
• Centra voor Jeugd en gezin
• Sociaal Cultureel Planbureau
• Nederlands Jeugdinstituut (NJI)
• Movisie
• Bureaus Jeugdzorg
• Wetenschappelijke Raad voor het Regeringsbeleid
• Brancheorganisatie kinderopvang
• Kenniscentrum Onderwijs en Opvoering

Career services BSS

Waar wil je na je studie aan het werk? Je kunt tijdens je studie al terecht bij Career Services van de faculteit. Zij helpen je bij het oriënteren op je loopbaan, het ontwikkelen van vaardigheden, solliciteren en een stage vinden.

Staff members

B.A.J. (Johannes) Westberg
Expertise: History of Education, including the history of school subjects, material culture, school finance, school architecture, and the teaching profession.
Courses: Education for a better World; Expertise, education and psychological practice
Current research: I am currently involved in a number of projects, and have a wide range of interests. In the academic year of 2020-21 I’m working on or finishing articles and chapters on the history of kindergartens; the transnational history of infant schools; the discourses of school crisis in Sweden; the nation, manliness and physical education; the roles of European ninteenth century school acts, the everyday lives of teachers, and the marketization of Swedish preschools.

B.E. (Brenda) Bartelink
Expertise: Anthropology of relationship building, gender relations, parenting and family in the context of diversity. I am interested in how people in everyday life deal with and respond to normative views and discourses about relationship building, parenting and upbringing. In my own research I mainly focus on how people navigate normative approaches to gender and sexuality in their daily lives. In increasingly diverse societies, such as the Dutch, there are also greater differences between how people approach this and what they encounter in it. As a qualitative researcher and ethnographer, I therefore mainly look at the everyday ethics that speak from the daily actions and lives of people. I publish on this subject with special attention to cultural and religious diversity.
Courses: Family and Family Pedagogy, Theoretical Pedagogy, Qualitative Methods
Current research: Religious and cultural diversity in youth care; Sexual and relational formation in upbringing and education; Mothers and Motherhood: Personal, Social and Political Meanings

D.D. (Diana) van Bergen
Expertise: my academic work focuses on ethnic- and sexual minority adolescents and emerging adults. I investigate topics such as youth's psychosocial development and mental health (particularly suicidality), in relation to the family context, victimization processes, and ethnic- and sexual minority discrimination or stigma.
Courses: Domain Specific Skills
Current research: I am currently involved in several research projects: 1) The background of suicide and suicidal behavior of young people in the Netherlands 2) a suicide prevention intervention study for LGBT Youth 3) Two projects about the wellbeing and (ethnic) identity development of ethnic minority youth ("Roots are Powerful" on foster children and "Father Absence" on Caribbean Dutch youth). 4) Ethical Dilemmas regarding Religious Issues in Foster Care.

J. (John) Exalto
Expertise: religion and education; early modern education; history of educational studies; freedom of education; Dutch school system; history of youth care
Courses: Ethics in Care and Education; In the Best Interest of the Child; Research Thesis; Traineeship
Current research: I am interested in early modern as well as modern ideas and practices of education. Currently, my research focuses on Philipp Abraham Kohnstamm and his role as one of the founders of Dutch educational studies. I’m also researching the ideas of the Bohemian philosopher John Amos Comenius and his educational legacy in the Netherlands.

L.W. (Lourens) van Haaften
Expertise: history of higher education; internationalisation of education; education and post-colonialism; test technologies in education; education and nation-building.
Courses: Citizenship Development and Education; In the Best Interest of the Child.
Current research: I am a historian with a broad interest in how education as a transnational phenomenon shapes contemporary societies. The focus of my work is on developments in India/South Asia. My research interests include issues related to business and management education, education and agriculture, education and citizenship development, the history of testing and assessment, governmentality and the geopolitics of education. In my research, I often draw inspiration from the history of knowledge and Science, Technology and Society studies.

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.

S.M. (Sarahanna) Field
Expertise: Research methodology (both qualitative and quantitative, including the Delphi method and reform methodologies such as preregistration/registered report and replication, and ethnography), responsible research and innovation (RRI)
Courses: Domain-Specific Professional Skills; Ethics in Care and Education
Current research: I am a metascientist, meaning, broadly, that I use scientific methodology to study science itself. Within that, my research involves different themes, all involving ethical and responsible research practice. The main pillars of my research involve: 1. The scientific subcommunity (known by some as the open science community, the science reform movement, or ‘metascience’) that is interested in improving how research is conducted and disseminated. 2. Certain scientific methodologies, focusing on research ethics and responsible research and innovation (RRI), and replication. 3. I am interested in ensuring that the voices represented in scientific discourse are diverse and varied.

P.A. (Piet) van der Ploeg
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 21^st 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 20^th 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 20^th 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 20^th century philosophy, in all traditions. Much to learn ...
See: https://xs4all.academia.edu/PietvanderPloeg