Ina Ter Avest
Datos Biográficos
| ID | 325423 |
|---|---|
| NOMBRE | Ina Ter Avest |
| NOMBRES | Ina Ter |
| APELLIDO | Avest |
| FIRMA | TER AVEST I |
| AFILIACIONES | Vrije Universiteit Amsterdam |
| ORCID | 0000-0002-4814-317X |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 16 |
| TOTAL DE CITAS | 21 |
| TOTAL COMO AUTOR | 16 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2008 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2025 |
| ÍNDICE H | 2 |
Hospitable Education
The Dutch education system is characterized by four ‘pillars’: Catholic, Protestant, liberal, and Islamic) - ‘living apart together.’ In the twentieth century, a model was developed for inclusive education of all pupils, irrespective of their (religious or secular) upbringing. Presented are four aspects of the development of interreligious education at the Juliana van Stolberg primary school in Ede (The Netherlands): having a dream, leadership, d…
Hospitable Education-Interreligious Education Revisited
In the past, the Netherlands took on the form of a pillarized society, with three 'pillars' (Catholic, Protestant and liberal) 'living apart together'. Each pillar came with its own education system, health care, and newspapers. In the 1980s, a fourth 'pillar' was added: the Islamic pillar. During the same period at the end of the 20th century, a model was developed at one of the country's primary schools-the Juliana van Stolberg school-for the i…
"Epilogue of Special Issue "Islam in/and Education in The Netherlands
In the Introduction to this Special Issue, an overview of the Dutch 'pillarized' education system is presented based on freedom of religion (Article 6 of the Dutch constitution) and freedom of education (Article 23 of the Dutch constitution
Being and Becoming Good Ancestors
The “Voice of Religion” in the Public Sphere
In this book review, the ‘voice’ of the publication of Gert Biesta and Patricia Hannam (Religion and Education: The Forgotten Dimensions of Religious Education?) enters a dialogue with the ‘voice’ of the publication of Hubert Hermans and Rob Bartels (Citizenship Education and the Personalization of Democracy). In this dialogue the question ‘what is religious education for?’ is explored and reformulated
Introduction to Special Issue
This article provides information on the current Dutch educational system, paying special attention to the position of Islam in formal, non-formal and informal education. It briefly sketches the history of the so-called "pillarised educational system", a system in which the 19th century Dutch Christian education system evolved into a compartmentalised system with the pillars of Catholic, Protestant and humanistic education. At the end of the 20th…
Islam and Sex Education in The Netherlands
This contribution is situated in the discussion on sex education in the Netherlands, in relation to “Islamic Pedagogy,” in particular “Islam and Pedagogy,” on the one side, and (religious) identity development on the other side. Islamic Pedagogy seems to be the theoretical framework of an example of developed teaching materials for sex education designed for Islamic primary schools in the Netherlands. Sex education is a compulsory yet sensitive s…
I/&you' An Innovative Research Instrument for Youngsters to Explore Their Life Orientation
In this contribution, we explore youngsters' positionality regarding religion and present an example to facilitate them to 'research' their own beliefs and their affective commitments to their faith. We start with a short general introduction in Fowler's theory of faith development. This is followed by findings from research in England, Estonia, Ghana, the Netherlands, and Malawi. From these findings, we conclude that youngsters need to be guided…
Playful Religion
Radicalisation of Muslim youth is a hot item in the Netherlands. Deradicalisation is therefore high on the agenda. In our view, however, the deradicalisation processes begin at a moment ‘when it is too late to lock the stable door, because the horse has already bolted’. That is why our focus is on the prevention of radicalisation. In our contribution, we explore the concept of ‘radicalisation’ and inform the reader about deradicalisation programm…
The Power of a Controversial Issue; The Developmental Power of 'Disruptive Moments' for Both-Teachers and Students
In Islamic primary education the subject of Islamic Religious Education (IRE) has a prominent place in the curriculum. In knowledge transfer and in behaving as a 'good muslim', aspects can be in conflict with generally accepted knowledge or customs in the Netherlands. The focus is on the power of a controversial issue (either or not wearing a head scarf) as a 'disruptive moment', stimulating pupils' religious identity development. An example of r…
I experienced freedom within the frame of my own narrative
Blurring the Boundaries between Photovoice and Narrative Inquiry
Photovoice provides alternative ways of doing research with schoolgirls, who are vulnerable and often under-acknowledged research participants. It is particularly valuable in dealing with sensitive topics such as gender-based violence, poverty and HIV/AIDS and other chronic illnesses. Photovoice is thus widely employed in disciplines such as health, education, economics, sociology, anthropology, and geography. Up until now, however, it has been p…
The Little Prince – an introduction to spirituality
In our research the right of the child for spiritual development is central. Grimmitt’s distinction in ‘teaching in’, ‘about’ and ‘from religion’ is extended with the concept of ‘teaching for’ – a concept that connects religion with children’s attitude of wondering as an ‘ontological calling’ in their life. The question whether a non-religious story can function as a rich learning environment for ‘teaching for’, is explored in a ‘picture voice’-r…
Girls' and boys' reasoning on cultural and religious practices
Human rights play a vital role in citizens' political, religious and cultural life (Wang 2002, 171). Due to the prominence of human rights in the everyday life of citizens, including those of South Africa, human rights education has been included in many school curricula. Human rights education aims to develop responsible citizens who inter alia foster an understanding of gender, ethnical, religious and cultural diversities. This, it is hoped wil…
Abschied vom Schöpfergott? Welterklärungen von Abiturientinnen und Abiturienten in qualitativ-empirisch religionspädagogischer Analyse
Von Gott reden im Religionsunterricht
250 Book Reviews / Journal of Empirical Th eology 21 (2008) 241-262 Fricke, M. (2007). Von Gott reden im Religionsunterricht . Göttingen: Vandenhoeck & Ruprecht. ISBN 978-3-525-61034-3 On the cover a blonde, smiling girl child invites you to open the book. Th is little girl on the cover is not the only picture speaking its own language on the topic of the book, ‘get talking about God’ ( Reden von Gott ) — a topic that the author claims to be basi…
Blurring the Boundaries between Photovoice and Narrative Inquiry
Photovoice provides alternative ways of doing research with schoolgirls, who are vulnerable and often under-acknowledged research participants. It is particularly valuable in dealing with sensitive topics such as gender-based violence, poverty and HIV/AIDS and other chronic illnesses. Photovoice is thus widely employed in disciplines such as health, education, economics, sociology, anthropology, and geography. Up until now, however, it has been p…
I experienced freedom within the frame of my own narrative
Girls' and boys' reasoning on cultural and religious practices
Human rights play a vital role in citizens' political, religious and cultural life (Wang 2002, 171). Due to the prominence of human rights in the everyday life of citizens, including those of South Africa, human rights education has been included in many school curricula. Human rights education aims to develop responsible citizens who inter alia foster an understanding of gender, ethnical, religious and cultural diversities. This, it is hoped wil…
Hospitable Education-Interreligious Education Revisited
In the past, the Netherlands took on the form of a pillarized society, with three 'pillars' (Catholic, Protestant and liberal) 'living apart together'. Each pillar came with its own education system, health care, and newspapers. In the 1980s, a fourth 'pillar' was added: the Islamic pillar. During the same period at the end of the 20th century, a model was developed at one of the country's primary schools-the Juliana van Stolberg school-for the i…
The Power of a Controversial Issue; The Developmental Power of 'Disruptive Moments' for Both-Teachers and Students
In Islamic primary education the subject of Islamic Religious Education (IRE) has a prominent place in the curriculum. In knowledge transfer and in behaving as a 'good muslim', aspects can be in conflict with generally accepted knowledge or customs in the Netherlands. The focus is on the power of a controversial issue (either or not wearing a head scarf) as a 'disruptive moment', stimulating pupils' religious identity development. An example of r…
Von Gott reden im Religionsunterricht
250 Book Reviews / Journal of Empirical Th eology 21 (2008) 241-262 Fricke, M. (2007). Von Gott reden im Religionsunterricht . Göttingen: Vandenhoeck & Ruprecht. ISBN 978-3-525-61034-3 On the cover a blonde, smiling girl child invites you to open the book. Th is little girl on the cover is not the only picture speaking its own language on the topic of the book, ‘get talking about God’ ( Reden von Gott ) — a topic that the author claims to be basi…
Abschied vom Schöpfergott? Welterklärungen von Abiturientinnen und Abiturienten in qualitativ-empirisch religionspädagogischer Analyse
Girls' and boys' reasoning on cultural and religious practices
Human rights play a vital role in citizens' political, religious and cultural life (Wang 2002, 171). Due to the prominence of human rights in the everyday life of citizens, including those of South Africa, human rights education has been included in many school curricula. Human rights education aims to develop responsible citizens who inter alia foster an understanding of gender, ethnical, religious and cultural diversities. This, it is hoped wil…
The Little Prince – an introduction to spirituality
In our research the right of the child for spiritual development is central. Grimmitt’s distinction in ‘teaching in’, ‘about’ and ‘from religion’ is extended with the concept of ‘teaching for’ – a concept that connects religion with children’s attitude of wondering as an ‘ontological calling’ in their life. The question whether a non-religious story can function as a rich learning environment for ‘teaching for’, is explored in a ‘picture voice’-r…
Blurring the Boundaries between Photovoice and Narrative Inquiry
Photovoice provides alternative ways of doing research with schoolgirls, who are vulnerable and often under-acknowledged research participants. It is particularly valuable in dealing with sensitive topics such as gender-based violence, poverty and HIV/AIDS and other chronic illnesses. Photovoice is thus widely employed in disciplines such as health, education, economics, sociology, anthropology, and geography. Up until now, however, it has been p…
I experienced freedom within the frame of my own narrative
Playful Religion
Radicalisation of Muslim youth is a hot item in the Netherlands. Deradicalisation is therefore high on the agenda. In our view, however, the deradicalisation processes begin at a moment ‘when it is too late to lock the stable door, because the horse has already bolted’. That is why our focus is on the prevention of radicalisation. In our contribution, we explore the concept of ‘radicalisation’ and inform the reader about deradicalisation programm…
The Power of a Controversial Issue; The Developmental Power of 'Disruptive Moments' for Both-Teachers and Students
In Islamic primary education the subject of Islamic Religious Education (IRE) has a prominent place in the curriculum. In knowledge transfer and in behaving as a 'good muslim', aspects can be in conflict with generally accepted knowledge or customs in the Netherlands. The focus is on the power of a controversial issue (either or not wearing a head scarf) as a 'disruptive moment', stimulating pupils' religious identity development. An example of r…
Islam and Sex Education in The Netherlands
This contribution is situated in the discussion on sex education in the Netherlands, in relation to “Islamic Pedagogy,” in particular “Islam and Pedagogy,” on the one side, and (religious) identity development on the other side. Islamic Pedagogy seems to be the theoretical framework of an example of developed teaching materials for sex education designed for Islamic primary schools in the Netherlands. Sex education is a compulsory yet sensitive s…
I/&you' An Innovative Research Instrument for Youngsters to Explore Their Life Orientation
In this contribution, we explore youngsters' positionality regarding religion and present an example to facilitate them to 'research' their own beliefs and their affective commitments to their faith. We start with a short general introduction in Fowler's theory of faith development. This is followed by findings from research in England, Estonia, Ghana, the Netherlands, and Malawi. From these findings, we conclude that youngsters need to be guided…
Being and Becoming Good Ancestors
The “Voice of Religion” in the Public Sphere
In this book review, the ‘voice’ of the publication of Gert Biesta and Patricia Hannam (Religion and Education: The Forgotten Dimensions of Religious Education?) enters a dialogue with the ‘voice’ of the publication of Hubert Hermans and Rob Bartels (Citizenship Education and the Personalization of Democracy). In this dialogue the question ‘what is religious education for?’ is explored and reformulated
Introduction to Special Issue
This article provides information on the current Dutch educational system, paying special attention to the position of Islam in formal, non-formal and informal education. It briefly sketches the history of the so-called "pillarised educational system", a system in which the 19th century Dutch Christian education system evolved into a compartmentalised system with the pillars of Catholic, Protestant and humanistic education. At the end of the 20th…
"Epilogue of Special Issue "Islam in/and Education in The Netherlands
In the Introduction to this Special Issue, an overview of the Dutch 'pillarized' education system is presented based on freedom of religion (Article 6 of the Dutch constitution) and freedom of education (Article 23 of the Dutch constitution
Hospitable Education-Interreligious Education Revisited
In the past, the Netherlands took on the form of a pillarized society, with three 'pillars' (Catholic, Protestant and liberal) 'living apart together'. Each pillar came with its own education system, health care, and newspapers. In the 1980s, a fourth 'pillar' was added: the Islamic pillar. During the same period at the end of the 20th century, a model was developed at one of the country's primary schools-the Juliana van Stolberg school-for the i…
Hospitable Education
The Dutch education system is characterized by four ‘pillars’: Catholic, Protestant, liberal, and Islamic) - ‘living apart together.’ In the twentieth century, a model was developed for inclusive education of all pupils, irrespective of their (religious or secular) upbringing. Presented are four aspects of the development of interreligious education at the Juliana van Stolberg primary school in Ede (The Netherlands): having a dream, leadership, d…
Sociology (14 obras) · Pedagogy (11 obras) · Religious Education and Schools (11 obras) · Political science (10 obras) · Law (9 obras) · Philosophy (9 obras) · Psychology (9 obras) · Islam (7 obras) · Religious education (7 obras) · Theology (6 obras)