Hollanda'da Göçmenler ve Vatandaşlık Eğitimi

Hollanda, göç ve cinsellik politikalarına dayalı kendine özgü vatandaşlık politikaları nedeniyle diğer ülkeler için önemli bir vatandaşlık eğitiminin örneğidir. Bu eleştiri makalesi, Hollanda'daki vatandaşlık eğitimi müfredatına odaklanmakta ve politik olarak oluşturulmuş eğitim hedeflerinin göçmenlerin sosyal uyumunu ve entegrasyonunu nasıl tehlikeye atabileceği veya destekleyeceğini vurgulamaktadır. İlgili literatüre dayalı bu eleştiri çalışması, orta öğretim vatandaşlık eğitimi programına odaklanılmıştır, çünkü en çok bu düzeyde cinsellik politikaları, Hollanda uyruğu ve Batılı olmayan göçmenlerin Hollanda toplumuna asimilasyonuna vurgu yapan vatandaşlık politikalarına dayalı yurttaşlık ilkelerini öğretmeye odaklanılmıştır. Mevcut uygulamalar incelendiğinde, göçmen çocuklara yurttaşlık değerlerinin öğretilememesinin ve yerel halk ve göçmenler arasında uyumlu bir ilişki kurulamamasının iki nedeni olduğunu gösteriyor: 1) Okul müfredatında cinsellik politikasının Hollanda uyruğuyla nasıl bağlantılı olduğuna dair açıklamalar yetersizdir. 2) Siyasi yapı, politik çıkarları nedeniyle göçmen gençlerin cinsellik politikasının Hollanda vatandaşlığının bir bileşeni olduğuna dair olumlu bir anlayışa sahip olduklarını kabul etmemektedir. Argümanlar göz önüne alındığında, bu çalışma, vatandaşlık eğitimi programının yurttaşlık değerlerini öğretmek için kullanılan terim ve kavramlara yeterince yer vermesi ve göçmen topluluğun topluma dâhil edilmesini desteklemesi için siyaset ve yurttaşlık değerleri arasında sınırlar olması gerektiğini önermektedir.

Anahtar Kelimeler:

Vatandaşlık eğitimi, göç, program analizi, vatandaşlık, Hollanda

Immigrants and Citizenship Education in the Netherlands

The Netherlands is a significant example of citizenship education for other countries because of its distinctive citizenship politics based on immigration, and sexuality politics. This critical review focuses citizenship education curriculum in the Netherlands and highlights an understanding of how politically constructed educational objectives might endanger or support social cohesion and the integration of immigrants. This review, which is based on relevant literature, concentrates on secondary-level citizenship education because that level places the most emphasis on teaching civic principles based on citizenship policies, which have an emphasis on sexuality politics, Dutch nationality, and the assimilation of non-Western immigrants into Dutch society. The critical review of the current practices shows that there are two reasons for the failure to teach civic values to immigrant children and to create a harmonious relationship between locals and immigrants: 1) There is an inadequate explanation of how sexuality politics is connected to Dutch nationality in the school curriculum. 2) The political structure does not acknowledge that immigrant youth have a positive perception of understanding that sexuality politics is a component of Dutch nationality because of their political interests. Given the arguments, this discussion suggests that citizenship education curricula should give enough coverage to terms and concepts that are used to teach civic values and should have boundaries between politics and civic values to support the inclusion of immigrant communities.

Keywords:

Citizenship education, immigration, curriculum analysis, nationality, Netherlands,

PDF

___

Banks, J. A. (2017). Citizenship education and global migration: Implications for theory, research, and teaching. Citizenship Education and Global Migration, 1-572.
Bjornson, M. (2007). Speaking of citizenship: Language ideologies in Dutch citizenship regimes. Focaal, 2007(49), 65-80.
Boomkens, R. (2010). Cultural citizenship and real politics: the Dutch case. Citizenship Studies, 14(3), 307-316.
Bron, J., & Thijs, A. (2011). Leaving it to the schools: citizenship, diversity and human rights education in the Netherlands. Educational Research, 53(2), 123-136.
Bujis, L. Hekma, G., & Duyvendak, J. W. (2011). ‘As long as they keep away from me’: The paradox of antigay violence in a gay-friendly country. Sexualities, 14(6), 632-652.
Centraal Bureau voor de Statistiek (2023). Population counter. Retrieved February 4, 2023 from https://www.cbs.nl/en-gb/visualisations/dashboard-population/population-counter
de Groot, I. Goodson, I., & Veugelers, W. (2014). Dutch adolescents’ narratives of their citizenship efficacy “Hypothetically, I could have an Impact.” Educational Review, 66(2), 148-167.
Doppen, F. H. (2010). Citizenship education and the Dutch national identity debate. Education, Citizenship and Social Justice, 5(2), 131-143.
Entzinger, H. (2003). The rise and fall of multiculturalism: The case of the Netherlands. Toward assimilation and citizenship: Immigrants in liberal nation-states, 59-86.
Gries, T., Redlin, M., & Zehra, M. (2021). Educational assimilation of first-generation and second-generation immigrants in Germany. Journal of International Migration and Integration, 1-31.
Goren, H., & Yemini, M. (2017). Global citizenship education redefined–A systematic review of empirical studies on global citizenship education. International Journal of Educational Research, 82, 170-183.
Guérin, L. J. F. van der Ploeg, P. A., & Sins, P. H. M. (2013). Citizenship education: the feasibility of a participative approach. Educational Research, 55(4), 427-440.
Ilzina, L. (2010). Immigrant Children and Globalization: Formal education in producing new citizens. Macalester International, 25(1), 8.
Jansen, T. Chioncel, N., & Dekkers, H. (2006). Social cohesion and integration: learning active citizenship. British Journal of Sociology of Education, 27(2), 189-205.
Jennissen, R., Bovens, M., Engbersen, G., & Bokhorst, M. (2022). Successive National Policy Models. In Migration Diversity and Social Cohesion: Reassessing the Dutch Policy Agenda (pp. 59-78). Cham: Springer International Publishing.
Joppke, C. (2007). Transformation of citizenship: status, rights, identity. Citizenship studies, 11(1), 37-48.
Leeman, Y., & Pels, T. (2006). Citizenship Education in the Dutch Multiethnic Context. European Education, 38(2), 64-75.
Leeman, Y., & Reid, C. (2006). Multi/intercultural education in Australia and the Netherlands. Compare, 36(1), 57–72.
Mattei, P., & Broeks, M. (2018). From multiculturalism to civic integration: Citizenship education and integration policies in the Netherlands and England since the 2000s. Ethnicities, 18(1), 23-42.
Mepschen, P. Duyvendak, J. W., & Tonkens, E. H. (2010). Sexual politics, orientalism and multicultural citizenship in the Netherlands. Sociology, 44(5), 962-978.
Miedema, S., & Bertram-Troost, G. (2008). Democratic citizenship and religious education: challenges and perspectives for schools in the Netherlands. British Journal of Religious Education, 30(2), 123-132.
NCDO (2012). Global citizenship in primary and secondary education in the Netherlands. Retrieved from http://www.ncdo.nl/sites/default/files/NCDO%20Teachers%20Global%20Citizenship.pdf
Northey, M. (2005). Making sense: A student's guide to research and writing (4th ed.). Don Mills, Ontario: Oxford University Press. OECD (2010). Migrant Education in the Netherlands: Pointers for policy development. Retrieved from http://www.oecd.org/edu/school/45053539.pdf
Romeyn, E. (2014). Anti-Semitism and Islamophobia: Spectropolitics and Immigration. Theory, Culture & Society, 31(6), 77-101.
Schinkel, W. (2010). The Virtualization of Citizenship. Critical Sociology. Sage Publications, Ltd, 36(2), 265-283.
Slootman, M., & Duyvendak, J. W. (2015). Feeling Dutch: the culturalization and emotionalization of citizenship and second-generation belonging in the Netherlands. Fear, anxiety, and national identity: Immigration and belonging in North America and Western Europe, 147-168.
ten Dam, G. Geijsel, F. Reumerman, R., & Ledoux, G. (2011). Measuring Young People's Citizenship Competences. European Journal of Education, 46(3), 354-372.
van Amersfoort, H., & van Niekerk, M. (2006). Immigration as a Colonial Inheritance: Post-Colonial Immigrants in the Netherlands, 1945–2002. Journal of Ethnic & Migration Studies, 32(3), 323-346.
van den Berg, M., & Duyvendak, J. W. (2012). Paternalizing mothers: Feminist repertoires in contemporary Dutch civilizing offensives. Critical Social Policy, 32(4), 556-576.
van Koeven, E., & Leeman, Y. (2011). Citizenship education for a pluralistic world: the selection of children’s literature in Dutch Protestant primary schools. Intercultural Education, 22(5), 395-410.
Veugelers, W. (2004). Between autonomy and control, Journal of Educational Change, 5(2), 141–160.
Veugelers, W. (2007). Creating critical‐democratic citizenship education: empowering humanity and democracy in Dutch education. Compare: A Journal of Comparative Education, 37(1), 105-119.
Veugelers, W. (2011). The moral and the political in global citizenship: appreciating differences in education. Globalization, Societies & Education, 9(3/4), 473-485.
Veugelers, W. M. Derriks, and E. de Kat (2006). Education and major cultural incidents in society: September 11 and Dutch education. Journal of Peace Education, 3(2), 235-250.
Veugelers, W. (2021). How globalisation influences perspectives on citizenship education: from the social and political to the cultural and moral. Compare: a journal of comparative and international education, 51(8), 1174-1189.
Wallace, M. & Wray, A. (2006). Critical reading and writing for postgraduates. London: Sage Publications.
Willems, F. Denessen, E. Hermans, C., & Vermeer, P. (2012). 'Silent Citizenship Educators' in Dutch Catholic Schools: Exploring Teachers' Moral Beliefs About Citizenship in Relation to Their Conduct of Citizenship Education. Journal of Empirical Theology, 25(1), 77-98.
Yilmaz, H., & Aykac, C. E. (2012). Perception of Islam in Europe. New York: Palgrave Macmillan.