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rethinking civic education in the Netherlands

Ohio University, USA, doppen{at}ohio.edu

The influx of Muslim immigrants in the Netherlands during the past 50 years and terrorist events in recent years have led to increased alienation. This case study, conducted at a culturally diverse school with a large Muslim student population, found that its administrators and `social studies' teachers agreed it is important to simultaneously teach students democratic values and help them to develop a sense of Dutch identity. Nearly all `social studies' teachers in this study indicated that the content of their courses was primarily determined by the national curriculum. Although they suggested that the changed student population did not and should have any significant impact on their curriculum, they nonetheless thought it was important to foster an understanding between non-Muslim and Muslim students. As the Netherlands has begun to rethink its civic curriculum, its schools must decide how to best prepare all students for living in an increasingly multicultural democratic society.

Key Words: civic education • multiculturalism • national identity • teacher beliefs

Education, Citizenship and Social Justice, Vol. 2, No. 2, 103-118 (2007)
DOI: 10.1177/1746197907077043


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