G D Bertram-Troost
Biographic Data
| ID | 6504457 |
|---|---|
| NAME | G D Bertram-Troost |
| GIVEN NAMES | G D |
| FAMILY NAME | Bertram-Troost |
| SIGNATURE | BERTRAM-TROOST G D |
| AFFILIATIONS | Vrije Universiteit Amsterdam |
| ORCID | 0000-0002-7364-542X |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2006 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Beyond Interfaith Harmony
This article examines the evaluations of Emoena participants in the secularised and pluralised context of Flanders (Belgium) and the Netherlands, and their implications for existing knowledge about (the evaluation of) interfaith learning. Using Kirkpatrick’s four-level evaluation model (reaction, learning, behaviour/transfer, and results/future) the findings are based on the thematic analysis of qualitative interviews with 14 Emoena participants.…
Teachers’ attitudes towards equity, diversity, and inclusion in higher education
Positive teacher attitudes do not necessarily lead to educational change. • Higher-ranked academics show less open EDI attitudes than lower-ranked academics. • Training and/or exposure can affect teacher attitudes towards EDI positively. • Teacher attitude towards EDI has three dimensions: openness/comfort/willingness. • EDI research on teacher attitude lacks an intersectional approach. Higher education institutions worldwide have formulated Equi…
Learning Orientations in Interfaith Initiatives
This study examines participants' self-reported learning orientations over the course of the interfaith leadership program Emoena.Participants started the program with a range of different expectations and motivations, and this influenced the insights they gained and the challenges they faced throughout the program.Based on an inductive analysis of participants' reflection reports, four interfaith learning orientations were distinguished: 1) lite…
Categorising interfaith learning objectives
Numerous scholars have emphasised that interfaith initiatives can contribute to personal transformation and enhance social cohesion, but it is often unclear if and how these initiatives effectively bring about the intended changes. This article argues that setting up a shared framework of interfaith learning objectives is a necessary first step towards organising and evaluating interfaith initiatives. After conducting a systematic scoping review,…
Religious schools in the Netherlands
In the public and political debate about religious schools in the Netherlands, various arguments recur. Those arguments are not isolated or neutral, but are shaped and defined by various normative assumptions. Arguments against religious schools are, for instance, affected by the dominant secular discourse in Western Europe. Unconscious normative assumptions are potentially problematic if they remain unnoticed and if there is a lack of reflection…
Passive Freedom of Education
According to the ECHR, parents have the right to have their children educated in conformity with their own religious and philosophical convictions. In this contribution, we examine how this passive freedom of education is granted in the Belgian (Flemish) and Dutch education systems, which are both characterised by substantial funding of non-governmental (mainly Christian) schools. In order to do so, we will have a closer look at the diversity bet…
The relationship between religious education and religious commitments and explorations of adolescents
The question how (denominational) schools for secondary education influence the religious identity development of adolescents is central in this article. Quantitative empirical research focusing on the religious commitments and explorations (as indicators of religious identity development) of adolescents and on the relationship between these indicators and several contextual variables was carried out. The results show that many factors have an ef…
Religious identity development of adolescents in religious affiliated schools. A theoretical foundation for empirical research
The question, how religious affiliated schools for secondary education shape religious education and what effects this education has on the religious identity development of pupils, is relevant in a time when the position of religious affiliated schools is highly disputable. In earlier empirical research on religious identity development of adolescence, hardly any attention was paid to the theoretical framework of this question. Therefore, connec…
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Religious identity development of adolescents in religious affiliated schools. A theoretical foundation for empirical research
The question, how religious affiliated schools for secondary education shape religious education and what effects this education has on the religious identity development of pupils, is relevant in a time when the position of religious affiliated schools is highly disputable. In earlier empirical research on religious identity development of adolescence, hardly any attention was paid to the theoretical framework of this question. Therefore, connec…
The relationship between religious education and religious commitments and explorations of adolescents
The question how (denominational) schools for secondary education influence the religious identity development of adolescents is central in this article. Quantitative empirical research focusing on the religious commitments and explorations (as indicators of religious identity development) of adolescents and on the relationship between these indicators and several contextual variables was carried out. The results show that many factors have an ef…
Passive Freedom of Education
According to the ECHR, parents have the right to have their children educated in conformity with their own religious and philosophical convictions. In this contribution, we examine how this passive freedom of education is granted in the Belgian (Flemish) and Dutch education systems, which are both characterised by substantial funding of non-governmental (mainly Christian) schools. In order to do so, we will have a closer look at the diversity bet…
Learning Orientations in Interfaith Initiatives
This study examines participants' self-reported learning orientations over the course of the interfaith leadership program Emoena.Participants started the program with a range of different expectations and motivations, and this influenced the insights they gained and the challenges they faced throughout the program.Based on an inductive analysis of participants' reflection reports, four interfaith learning orientations were distinguished: 1) lite…
Categorising interfaith learning objectives
Numerous scholars have emphasised that interfaith initiatives can contribute to personal transformation and enhance social cohesion, but it is often unclear if and how these initiatives effectively bring about the intended changes. This article argues that setting up a shared framework of interfaith learning objectives is a necessary first step towards organising and evaluating interfaith initiatives. After conducting a systematic scoping review,…
Religious schools in the Netherlands
In the public and political debate about religious schools in the Netherlands, various arguments recur. Those arguments are not isolated or neutral, but are shaped and defined by various normative assumptions. Arguments against religious schools are, for instance, affected by the dominant secular discourse in Western Europe. Unconscious normative assumptions are potentially problematic if they remain unnoticed and if there is a lack of reflection…
Teachers’ attitudes towards equity, diversity, and inclusion in higher education
Positive teacher attitudes do not necessarily lead to educational change. • Higher-ranked academics show less open EDI attitudes than lower-ranked academics. • Training and/or exposure can affect teacher attitudes towards EDI positively. • Teacher attitude towards EDI has three dimensions: openness/comfort/willingness. • EDI research on teacher attitude lacks an intersectional approach. Higher education institutions worldwide have formulated Equi…
Beyond Interfaith Harmony
This article examines the evaluations of Emoena participants in the secularised and pluralised context of Flanders (Belgium) and the Netherlands, and their implications for existing knowledge about (the evaluation of) interfaith learning. Using Kirkpatrick’s four-level evaluation model (reaction, learning, behaviour/transfer, and results/future) the findings are based on the thematic analysis of qualitative interviews with 14 Emoena participants.…
Sociology (7 works) · Religious Education and Schools (6 works) · Political science (5 works) · Pedagogy (4 works) · Psychology (4 works) · Religion, Spirituality, and Psychology (4 works) · Law (3 works) · Social Psychology (3 works) · Computer Science (2 works) · Diverse Education Studies and Reforms (2 works)