Human rights education in social studies in the Netherlands: A case study textbook analysis

Citizenship education is one of the main aims of the mandated subject of social studies in secondary schools in the Netherlands. Moreover, the learning outcomes of social studies refer to constitutional rights. Internationally, citizenship education and human rights education are considered to be mu...

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Bibliographic Details
Published inProspects (Paris) Vol. 47; no. 1-2; pp. 55 - 71
Main Author de Kort, Frauke
Format Journal Article
LanguageEnglish
Published Dordrecht Springer Netherlands 01.06.2017
Springer
Springer Nature B.V
Subjects
Case Studies
Citizenship Education
Civil Rights
Controversial Issues (Course Content)
Councils
Curricula
Curriculum Development
Democratic Values
Education
Educational objectives
Educational Practices
Educational Quality
Foreign Countries
Freedom
Human rights
Inspection
International and Comparative Education
Learning
National Standards
Open File
Outcomes of Education
Professional Autonomy
Relevance (Education)
Rule of law
Schools
Secondary Education
Secondary School Curriculum
Social Integration
Social Studies
Social studies education
Society
Students
Supervision
Teachers
Textbook Content
Textbook Evaluation
Textbooks
Netherlands
Citizenship education
Netherlands
Social studies
Textbook analysis
Human rights education
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Summary:Citizenship education is one of the main aims of the mandated subject of social studies in secondary schools in the Netherlands. Moreover, the learning outcomes of social studies refer to constitutional rights. Internationally, citizenship education and human rights education are considered to be mutually reinforcing. One may, thus, expect that Dutch school textbooks include elements of human rights education. This article presents the analysis of a popular social studies textbook in the Netherlands, applying a number of human rights education criteria. The study shows that basic information on human rights is lacking, despite ample opportunity to integrate such themes. Most worrisome is the conveyance of potential misinformation about human rights due to the chosen formulation of rights-related issues. This can, in part, be traced back to the textbook authors’ (mis)understanding of human rights.
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ISSN:0033-1538
1573-9090
DOI:10.1007/s11125-018-9431-3