International education is a relatively new field and until recently, there was no formal education to prepare practitioners. This means that people working in international education are a colourful and diverse group, coming from a wide range of disciplines, which definitely adds to the attraction of the field. I call international education a field rather than a discipline since it is composed of a variety of established disciplines, such as languages, educational sciences, psychology, business, anthropology, history and even, in my case, classical archaeology. For this lecture, I have chosen to return to my original discipline and discuss global learning as the stages of an archaeological excavation. Cutting though the subsequent layers represents a history of international education but also my own professional history. By digging deeper down, layer after layer, I hope to uncover the essence of global learning in order to make its benefits available for all our students. This lecture consists of four sections. In the first section, I want to go back to the time when archaeology was a new discipline and see what we can learn from the research conducted at that time. In the second section I will reveal the layers of internationalisation and global learning until we come to the layer that we are currently exploring. In the third section, I will look at some of the factors and trends that will have an impact on global learning in the years to come. This shows that circumstances are quite different from when the excavation started and that global education is therefore dynamic. Finally, I will discuss what research the Research Group Global Learning will conduct, how and with whom, in the coming years.
Abstract: In this article I will reconstruct the Dutch debate on citizenship against the developing thinking about social citizenship in the context of globalization. I will show that the confusion around citizenship in the Netherlands can be seen as a result from a split between an unanimous negative valuation of Dutch citizen participation and the practice in which the participation of Dutch population is high. Recent theory on citizenship and participation localizes citizen participation, through membership, in the heart of citizenship practices (B.S. Turner). This can be understood as that all kinds of practices and activities can be viewed as citizenship practices and citizenship activities. From this perspective it becomes clear that in the Netherlands, due to the nation-state conceptualisation of citizenship social participation is not acknowledged as part of citizenship. In reverse, the case study learns about the theory of citizenship in practices that that theory functions as a framework that visualises different - sometimes conflicting - notions and practices of citizenship and thereby recognises all these as part of citizenship.
