Immigrants and Citizenship Education in the Netherlands

Öz

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.

Anahtar Kelimeler

• Citizenship education
• immigration
• curriculum analysis
• nationality
• Netherlands

Hollanda'da Göçmenler ve Vatandaşlık Eğitimi

Öz

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

Kaynakça

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