Civil society as a social sphere is constantly subjected to change. Using the Dutch context, this article addresses the question whether religiously inspired engagement is a binder or a breakpoint in modern societies. The author examines how religiously inspired people in the Netherlands involve themselves in non-governmental organizations (NGOs) and voluntary activities. Religious involvement and social engagement in different European countries are compared and discussed. In addition, the author explores the models of civil society and applies these to both the Christian and Islamic civil society in the Netherlands. Using four religious ‘identity organizations’ as case studies, this article discusses the interaction of Christian and Islamic civil society related to secularized Dutch society. The character and intentions of religiously inspired organizations and the relationship between religious and secular involvement are examined. This study also focuses on the attitude of policymakers towards religiously inspired engagement and government policy on ‘identity organizations’ in the Netherlands.
DOCUMENT
Het doel van deze studie was om inzicht te verkrijgen in de resultaten van de activiteiten binnen het programma Allemaal Opvoeders. In dit programma hebben elf pilotgemeenten – in lijn met de transities in het sociale domein– verkend hoe de actieve rol van de civil society bij het grootbrengen van jeugdigen bevorderd kan worden. Kenmerkend hierbij was de bottomup werkwijze: aan de professionals uit de pilotgemeenten is gevraagd zelf activiteiten in deze richting te ontwikkelen en uit te voeren. Zonder definitieve oordelen te kunnen geven over de effectiviteit, laat deze studie zien dat activiteiten gericht op het versterken van het contact tussen (mede)opvoeders, informele steun bij het opgroeien en opvoeden kunnen faciliteren. Met oog op de transformatie van het jeugdstelsel, kunnen gemeenten en professionals de inzichten uit deze studie gebruiken om handen en voeten te geven aan het versterken van de pedagogische civil society
LINK
Onderzoeksplatform ‘Connected Learning: ’Al ruim vijftien jaar houdt De Haagse Hogeschool zich bezig met onderzoek als deel van haar missie. Terwijl onderwijs vaak geworteld is in monodisciplinaire vakgebieden, kan met onderzoek wat makkelijker gekeken worden naar domeinen in de samenleving (zorg, veiligheid, ondernemen, etc.) waarin complexe problematiek steeds vaker wél dan niet een multidisciplinaire aanpak vereist. Bijna niemand werkt nog alleen of met alleen vakgenoten aan problemen of uitdagingen. En die veranderende beroepspraktijk is bij uitstek het domein van het hoger beroepsonderwijs. Daar leiden we voor op. Het onderzoeken van en experimenteren met nieuwe uitdagingen in de praktijk verbindt ons sterker met de samenleving, het stelt ons in staat om ons beroepsonderwijs te vernieuwen en geeft docenten, onderzoekers en studenten de kans om zich te ontwikkelen door samen te werken aan vragen en uitdagingen die de toekomst van de beroepspraktijk vorm geven. Veel onderzoek wordt uitgevoerd onder begeleiding van lectoren die samenwerken met docent-onderzoekers, studenten, en professionals in het werkveld aan veelal meerjarige onderzoeksagenda’s die lijn aanbrengen in verschillende deelactiviteiten. Een van de manieren waarop De Haagse Hogeschool onderzoek organiseert is in de vorm van onderzoeksplatforms die zich richten op verschillende domeinen van de samenleving. Wij zijn ‘Connected Learning’, een onderzoeksplatform dat zich richt op leren in de netwerksamenleving - in de samenleving zelf, maar ook in de beroepspraktijk en in ons onderwijs. Aangenaam. Wat wij doen? Daar gaat dit boek over, dus daar verklappen we hier nog niets over. Wat verwacht u als u nadenkt over onze naam? Enig idee? Geen idee? Benieuwd? Lees verder om te ontdekken wat ons inspireert, uitdaagt en nieuwsgierig maakt. Sommige van onze ideeën zijn doordacht en doorleefd omdat we er al jaren onderzoek naar doen, andere zijn nieuw en dagen ons uit om er grip op te krijgen. Wij geven met dit boek een beeld van waar we staan in 2018. Zie het als een eerste kennismaking, met de nadruk op ‘eerste’: we werken graag met veel en verschillende partners. Zie het als visitekaartje van onze onderzoeksagenda. We hopen van harte dat u zich als lezer uitgenodigd voelt om met ons samen op zoek te gaan—misschien wel naar een gezamenlijke toekomst. ‘Connected Learning’ Research Platform: For over fifteen years, The Hague University of Applied Sciences has been carrying out research as part of its mission. While education is often rooted in monodisciplinary subject areas, research allows for a broader look at areas of society (care, security, entrepreneurship etc.), where complex problems more often than not require a multidisciplinary approach. Today, barely anyone works on problems or challenges alone or solely with colleagues from within the same subject area. Universities of applied sciences are uniquely placed to deal with these changes in professional practices; after all, we train the professionals who will one day enter that field. Researching and experimenting with new challenges in professional practice allows us to connect more strongly with society, enables us to be innovative in our professional training and gives lecturers, researchers and students the opportunity to develop themselves by cooperating on the challenges and issues that will shape the future of that professional practice. Most research is carried out under the guidance of professors who cooperate with lecturers/researchers, students and the professional field, mainly on long-term research agendas that provide an outline for various sub-activities. One of the ways in which research is organised at The Hague University of Applied Sciences is in the form of research platforms that focus on various areas of society. We are ‘Connected Learning’, a research platform focusing on learning in the network society — in that society as such, but also in professional practice and our education. Nice to meet you! So, what do we do? That’s what this book is about, so we’re not going to give anything away just yet. Just thinking about our name, what do you expect we do? Any ideas? Or not a clue at all? If you’d like to find out, keep reading to find out what inspires us, what challenges we face and what drives our curiosity. Some of our ideas are well-established because we’ve been researching them for years, while other, newer ideas are more challenging to grasp. This book provides an overview of where we stand in 2018. You could see it as an initial introduction, with the emphasis on “initial”; we work with many different partners, and we enjoy doing so. Alternatively, you could see it as a calling card for our research agenda. We sincerely hope that, as a reader, you feel encouraged to join us in our quest — possibly towards a joint future.
DOCUMENT
This book is the account of teaching practice linked to research projects, a practice that is able to create new, unexpected values in the complex patchwork of the city through experimental and strategic interventions with greenery. That the interventions involve greenery is obviously linked to the fact that the Van Hall Larenstein university of applied sciences specializes in nature and agriculture, but there is also a practical reason. Green spaces act as a cohesive force, as is shown again and again in the Netherlands and in the Lively Cities programme. Particularly in the urban context, green spaces have a distinctive and perhaps even emotional value that encourages people to pause there and makes them think about their appreciation of a place. Greenery triggers people to take part in social experiments. But that is just the beginning.
DOCUMENT
In: Frank Gadinger, Martina Kopf, Ayşem Mert, and Christopher Smith (eds.). Political Storytelling: From Fact to Fiction (Global Dialogues 12) This essay presents a summary of important perspectives concerning the distinction between what counts as truth or fiction. As a source of inspiration, it starts with two examples found in literature – the first a classical Spanish novel and the second a collection of stories written by the leader of a social movement in Mexico. These two examples of the conflictive relations between truth and fiction, authenticity and imagination serve as a source of inspiration for the rest of this article, which shows that this issue has been a subject of intense debate in philosophy and in the philosophy of science and still presents a challenge in the 21st century. The essay states that absolute, objective truth is a myth. It describes that what counts as ‘truth’ in a particular era, is, among other things, the result of power relations. It suggests productive ways to deal with this problem in modern society, through deliberative, emancipatory processes of reflexivity (Weick 1999), participatory research and dialogue, facilitating innovation and generation of new solutions.
LINK
This article is based on five years of longitudinal participatory action research on how former pre‐bachelor programme students with a refugee background experience finding their way into Dutch higher education and society. The four‐member research team and authors (two of which were former refugees), found that refugee students face a significant barrier of “us‐versus‐them,” especially in an educational context. We explored how creative co‐creation contributed to rethinking difference and sameness in higher education by breaking through or transcending this divide. Creative co‐creation through play, storytelling, or constructing artefacts enables “alterity,” approaching the other from the other’s position. Movement and action help to shape the world around us: Connecting and shifting positions creates sameness while leaving space for difference. Creative co‐creation during our research process included making co‐creation artefacts and activities, thus involving outreach to broader audiences for engagement. In the research process, it became clear that successful participation matters to all students and provides more opportunities for all, not just refugee students. A new notion of “we” in Dutch higher education and society that does not perpetuate the divide between “us” and “them” requires a shared responsibility. Higher education needs the university authorities and the teachers to make room for student stories and should provide spaces for dialogue and community development.
LINK
Terms like ‘big data’, ‘data science’, and ‘data visualisation’ have become buzzwords in recent years and are increasingly intertwined with journalism. Data visualisation may further blur the lines between science communication and graphic design. Our study is situated in these overlaps to compare the design of data visualisations in science news stories across four online news media platforms in South Africa and the United States. Our study contributes to an understanding of how well-considered data visualisations are tools for effective storytelling, and offers practical recommendations for using data visualisation in science communication efforts.
LINK
In Proceedings of the first CARPE conference november 2011
DOCUMENT
This paper proposes an epistemological transition based on Edgar Morin's complexity paradigm to analyse authenticity in a complex tourism environment, avoiding fragmentation, and integrating relevant actors and relationships. The results show that storytelling is an important element of these tourism experiences, legitimising and unifying the authenticity of the experience and relating objects, social environment and individual experiences. The size of the tour groups and the rigidity of the itinerary were important elements for constructing authenticity. Tourists, service providers and government bodies all directly or indirectly participate as co-creators, making the perception of authenticity a constant negotiation between the elements of the experience and the actors involved in it.
DOCUMENT
Lecture held by Derk-Jan Stobbelaar and Hugo Hoofwijk at the International Living Knowledge Conference in 2012 in Bonn, Germany.
DOCUMENT
