Christel Hartkamp-Bakker
Biographic Data
| ID | 6631124 |
|---|---|
| NAME | Christel Hartkamp-Bakker |
| GIVEN NAMES | Christel |
| FAMILY NAME | Hartkamp-Bakker |
| SIGNATURE | HARTKAMP-BAKKER C |
| AFFILIATIONS | Open University of the Netherlands |
| ORCID | 0009-0004-3915-424X |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2024 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Autonomy, Participation, and Lifelong Learning
Background: This study investigates how radically self-directed, democratic learning environments may relate to long-term development through autonomy and participation. Purpose: The research examines how everyday participation in community life within Sudbury schools is perceived by graduates as informing their personal, social, and professional capacities that persist into adulthood. Method: Drawing on cross-cultural interviews with 14 alumni f…
True choice and taking ownership of life
Purpose This study aims to present the experiences with self-determination and taking ownership of life in Sudbury model schools that allow students true choice. Design/methodology/approach For this qualitative study we used a thematic analysis (TA) methodology. The study is based on semi-structured interviews with 14 adult participants from eight different Sudbury model and comparable schools in the Netherlands, Israel and the US. These schools …
No prominent works on this page.
True choice and taking ownership of life
Purpose This study aims to present the experiences with self-determination and taking ownership of life in Sudbury model schools that allow students true choice. Design/methodology/approach For this qualitative study we used a thematic analysis (TA) methodology. The study is based on semi-structured interviews with 14 adult participants from eight different Sudbury model and comparable schools in the Netherlands, Israel and the US. These schools …
Autonomy, Participation, and Lifelong Learning
Background: This study investigates how radically self-directed, democratic learning environments may relate to long-term development through autonomy and participation. Purpose: The research examines how everyday participation in community life within Sudbury schools is perceived by graduates as informing their personal, social, and professional capacities that persist into adulthood. Method: Drawing on cross-cultural interviews with 14 alumni f…
Qualitative research (2 works) · Youth Development and Social Support (2 works) · Autonomy (1 work) · Civic engagement (1 work) · Democracy (1 work) · Diverse Education Studies and Reforms (1 work) · Education, Achievement, and Giftedness (1 work) · Educational Practices and Policies (1 work) · Epistemology (1 work) · Experiential learning (1 work)