This paper examines the extent to which school team members' professional relationships are affected by being part of a certain generational cohort. These professional relationships provide opportunities for intergenerational knowledge flows and can therefore be relevant for intergenerational learning. Nowadays these topics have gained more…

In the project "Learning for Life" we developed a hermeneutical--communicative model for worldview education that answers the European challenges of worldview diversity and worldview illiteracy. We implemented the model in a participatory action research project at nine schools for primary education in the Netherlands and monitored the…

This study, part of a larger linguistic ethnographic enquiry carried out in two primary school classrooms in Flanders and the Netherlands, sheds light on the perils faced by the ethnographer caught between pupils' inventiveness and his own ethnographic naivety when dealing with these pupils' ethnolinguistic identity construction. The study first…

In the Netherlands of the late nineteenth century, primary education became one of the central issues in relation to raising political awareness and mobilising previously quiescent Dutch citizens. Protestants and Catholics alike claimed that Dutch public education left insufficient space for religious education and teamed up to struggle for…

Notwithstanding dramatically low levels of professed religiosity in Western Europe, the religious school sector continues to thrive. One explanation for this paradox is that nowadays parents choose religious schools primarily for their higher academic reputation. Empirical evidence for this presumed denominational advantage is mixed. We examine…

How do pupils in dialogical classroom communication understand the otherness of peers who belong to religions different from their own? We distinguish between three aspects of dialogical communication that are conducive to understanding pupils' otherness: orientation, appropriation, and evaluation. To what extent do teachers apply these three…

This is a study of teachers' modelling of civic virtues in the classroom. It focusses on three virtues of good citizenship: justice, tolerance and solidarity. The aim is to explore the extent to which teachers can be regarded as models of these virtues. Questionnaires were developed for both students and teachers. Factor analyses showed that the…