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Education and meaningful living/education for a just and caring society - place for two to three external PhD candidates

Chair group

Education

You can also have a look on the Dutch website.

Chair

Prof Doret de Ruyter, Professor of Education



1.
Chair   Education
Supervisors Dr. Isolde de Groot  & prof. dr. Doret de Ruyter

Field of Research:  Teacher disclosure in discussing moral-political issues in schools

Discussions of open (unsettled) moral-political issues arguably represent one of the most potentially meaningful tools for developing democratic citizenship skills. Yet, even experienced teachers tend to avoid topics about which they have strong views, or choose silence or neutrality to protect themselves against charges of dogmatism or indoctrination. To deepen insight into how teachers can best cultivate democratic citizenship and promote well-being for all students in schools, PhD students are invited to investigate teacher disclosure practices and student experiences around morally or politically sensitive issues, such as support for LGBTI identities, religious identities or minority culture identities.

Examples of research questions

What teacher disclosure related issues do teachers and students in Dutch schools experience?


Place for:

1 external PhD candidate

PhD students may be interested to investigate teachers’ experiences as well as students’ experiences through interviews and observation and analysis of course materials to discover how the teachers and students respond to and collaborate with each other in discussing unsettled moral-political issues. Schools can be secondary schools or schools for vocational education

Contact and information

 i.degroot@uvh.nl


2. 

ChairEducation
Supervisors Dr. Wouter Sanderse  &  Prof. dr. Doret de Ruyter

Field of Research:  Role modelling in schools  

Moral education refers to more or less intentional efforts to enable (young) people to live a good life, individually and with others. Most approaches to moral education recognise that role modelling is an important method to promote young people’s moral development, also in schools. It is fundamental, in the sense that if teachers do not model the behaviour they expect from children, other methods are not likely to be effective. Moreover, when asked how young people morally develop in schools, role modelling is mentioned most by teachers. However, it remains a mystery how role modelling works, when it is justified, and what effects may be expected from it.  

Examples of research questions

CThere are conceptual and normative questions to be asked about the desirability and possibility of (un)intentional role modelling by teachers in a pluralistic society. In addition, there is hardly any knowledge about how teachers model capacities such as moral perception, reasoning, motivation and action in the classroom, and whether students recognise their teachers’ (un)intentional efforts. Finally, it would be interesting and useful to find out how (preservice) teachers can be stimulated to develop their function as moral exemplars further. 

Place for:

1 external PhD candidate

Contact and information

 w.sanderse@uvh.nl


3. 

ChairEducation
Supervisors Dr. Isolde de Groot & prof. dr. Doret de Ruyter

Field of Research:  Promoting Political self-efficacy in Vocational Education

The main theme of this research is promoting efficacy beliefs of vocational students in political matters. Students in vocational education tend to underestimate their ability to influence political processes and therefore tend to shy away from politics (also at a local political level). This also means that their voices are not heard. So far, scientific research has missed this group of youngsters, even though they are large part of the population. This research wants to fill the gap and gain more insight into the development of these students’ political self-efficacy. Furthermore, the research that has been done focuses on individual students, while it might be better to enhance the sense of political self-efficacy of these youngsters through collective efficacy. But how does individual and collective political efficacy mutually enforce or undermine each other? 

Examples of research questions

How does individual and collective political efficacy mutually enforce or undermine each other?

How does research based education program X impact the efficacy of vocational students in political matters?

Place for:

1 external PhD candidate

PhD candidates may be inspired by these questions to develop an intervention study to be conducted within schools of vocational education, involving the students themselves, but also teachers, career coaches and the leadership. This could be primarily qualitative, but also quantitative.

Contact and information

 i.degroot@uvh.nl


4. 

Chair   Education
Supervisors Prof. dr. Doret de Ruyter (with a (co-)promotors to be selected, dependent on the particular question the PhD student wants to address)

Field of Research:  Education for flourishing

Increasingly, the purpose of education is described as the teachers’ assistance to the possibility that the new generation will be able to flourish as adults. However, various conceptions abound in academic and professional literature.  So, if teachers pursue the flourishing of their pupils, what do they actually aim for and how do they do it?  

The relation between education and flourishing also requires further theoretical and empirical research. It could be argued that education enables flourishing – children beings need to be introduced into the social, cultural and natural world by and in relation to teachers, for they need to be able to make sense of their world. But what is the educational implication precisely? On the other hand,  flourishing enhances education – when teachers and students flourish in their teaching and learning, their relations will prosper and both the teaching and learning will have a higher quality. But when are teachers and students flourishing?

Examples of research questions

• Does education for flourishing require flourishing teachers and if so, what is a flourishing teacher? 

• Is aiming for human flourishing compatible with aiming for equal opportunities for all pupils?

• Does it make sense to aim for human flourishing when pupils grow up in circumstances of adversity?

• Is the conceptualisation of human flourishing worldview dependent and if so, what does that mean for education?

Place for:

1 external PhD candidate

Contact and information

 d.deruyter@uvh.nl


5. 

Chair   Education
Supervisors Dr. Neha Miglani and prof.dr. Doret de Ruyter

Field of Research:  Pedagogies of Well-being

The last two decades have seen an explosion of references to well-being in public discourses and policy. Framed by a sense of crisis, well-being in contemporary cultures, is not an incidental or assumed outcome of education or life anymore. It is not a retrospective reflection of life lived a certain way. Instead, it is actively pursued and practiced daily on specific dimensions and has become an intentional act of teaching-learning. Being well has become a ‘skill’ to be acquired. Everyday aspirations of well-being are being taken up as projects of lifelong learning in formal or informal educational settings. Grappling with the ‘educational’ nature of well-being practices, this project in interested in the discursive and material forms it takes and aims for theoretical and/ or empirical inquiries within educational institutions or outside them (e.g., prisons, yoga studios, meditation centers or other spaces).  
Examples of research questions

What meanings do people assign to being well? How do we learn to be well and teach it to others in various contexts? What historical or contemporary discourse animate our understanding of being well? How do globally circulating ideas of well-being take shape in policy (conceived broadly)?  

Place for:

1 external PhD candidate 

Contact and information

n.miglani@uvh.nl

Supervised by professor Doret de Ruyter.