Students all have unique perspectives on their place in the world. The classroom offers an excellent opportunity to share and explore these perspectives. Within this learning network, we focus on students’ stories about their sense of belonging, both at school, in the neighbourhood and in society. We then look at how these stories can help you shape your citizenship education to suit the students’ context. Together, we explore how to create an open and supportive classroom climate in which students feel free to share these stories. We also explore how books and stories can be used to encourage discussions about society, democracy and social issues.

The learning network consists of six two-hour sessions.

Target group

This learning network is aimed at primary school teachers who have already made some progress in developing citizenship education, with a specific focus on integrating language and citizenship.

What will the learning network provide?

  • Teachers will receive practical tools for analysing and improving the classroom climate.
  • Teachers will learn how to use stories to facilitate discussions about society.
  • Teachers will explore with their students how individual stories can lead to a shared story.
  • Teachers will reflect on their own pedagogical and didactic approach.

Impact on students:

  • Students experience that their own story is valued.
  • Students learn that they are part of a larger whole.
  • Students reflect on how their individual story relates to the collective story.

Programme

Theme 1 – An Open Classroom Climate

An open classroom climate is essential for discussing citizenship themes. We understand that each student’s experience of an open classroom climate differs. That is why we also invite teachers to explore this in their own classrooms. We pay special attention to how we can support students who may experience a less open classroom climate.

Theme 2 – Books and Stories in the Classroom

We explore how books and stories can be used to encourage discussions about society, democracy and social issues. Research shows that our brains respond to fictional worlds as if they were real. It is therefore important to introduce children to a diverse and inclusive range of children’s literature, so that they can recognise themselves or broaden their perspective.

Further exploration takes place through discussing the literature with one another. But how do you, as a teacher, find your way through the vast range of children’s literature, and how do you know which books are suitable for this purpose? And how do you then create a safe classroom climate in which to discuss the literature without directing the students?

Theme 3 – Individual and Collective Stories

We explore the relationship between individual stories and collective stories. How do we ensure that students have the space to explore their own stories in their own language and form, while also being willing to create a collective story together? We discuss various activities and ways of ensuring that students who experience a less open classroom climate are not excluded.

Practical information

Dates

  • Thursday 21 March, 11 April, 16 May, 6 June, 27 June, 19 September 2024

Time

  • 3:00–5:00 p.m. Doors open from 3:00 p.m. and start: 3:15 p.m.

Location

  • Online and in person by agreement – partly depending on the locations of the participating schools.

Cost

  • There are no costs for the school. The learning network is offered by the Ministry of Education, Culture and Science.

Condition

  • A learning network depends on the participation of several participants from different schools. Participation is therefore not optional.
  • Maximum of 10 participants. Preferably two teachers per school.

Facilitators

* Anne van Mechelen (Utrecht University of Applied Sciences)

* Willemijn Rinnooy Kan (Amsterdam University of Applied Sciences)

* Esther van den Berg (Citizenship Expertise Centre)

You can register here.