Indira S E van der Zande
Biographic Data
| ID | 9978048 |
|---|---|
| NAME | Indira S E van der Zande |
| GIVEN NAMES | Indira S E |
| FAMILY NAME | van der Zande |
| SIGNATURE | VAN DER ZANDE I S E |
| AFFILIATIONS | University of Groningen |
| ORCID | 0000-0002-8779-5496 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Harnessing diversity based on different rationales
In higher education institutions, students and staff with increasingly diverse walks of life learn and work together. In response, universities frame diversity as a strategic asset, positioning difference as a strength in the light of different, conflicting, priorities. This study systematically explores why and how lecturers in a superdiverse context aim to unlock these alleged strengths in the context of specific courses. Taking a longitudinal …
Evaluating and diversifying philosophy education
Background Debates on diversifying the philosophy curriculum often emphasize what is taught rather than how it is taught. Yet, curriculum content and pedagogy are deeply interconnected. Little is known about how philosophy teachers conceptualize and evaluate their teaching approaches, or how these conceptions shape curricular decisions. Aims This study examines how university philosophy teachers understand and assess their pedagogical approaches,…
Global–Local Learning Ecosystems for Societal Purpose
Higher education faces an urgent demand to respond to global challenges, yet many responses remain tentative. This urgency has intensified in the early 2020s, a period marked by escalating geopolitical tensions and environmental crises. While education alone may not address the root causes, it plays a pivotal role in fostering learners’ resilience and skills that can influence meaningful change. Guided by a theoretical analysis, this article exam…
Cultivating Global Citizenship through Higher Education
Due to globalization, society underwent changes towards multiculturalism and vast internationalization of the labor market. Those changes make it necessary to adapt the education of future citizens and equip them with tools to persist in an internationalized and globalized world. Contrary to popular concerns, service and engagement can be connected to the goal of internationalization in higher education. The aim of this theoretical paper is to pr…
No prominent works on this page.
Cultivating Global Citizenship through Higher Education
Due to globalization, society underwent changes towards multiculturalism and vast internationalization of the labor market. Those changes make it necessary to adapt the education of future citizens and equip them with tools to persist in an internationalized and globalized world. Contrary to popular concerns, service and engagement can be connected to the goal of internationalization in higher education. The aim of this theoretical paper is to pr…
Global–Local Learning Ecosystems for Societal Purpose
Higher education faces an urgent demand to respond to global challenges, yet many responses remain tentative. This urgency has intensified in the early 2020s, a period marked by escalating geopolitical tensions and environmental crises. While education alone may not address the root causes, it plays a pivotal role in fostering learners’ resilience and skills that can influence meaningful change. Guided by a theoretical analysis, this article exam…
Harnessing diversity based on different rationales
In higher education institutions, students and staff with increasingly diverse walks of life learn and work together. In response, universities frame diversity as a strategic asset, positioning difference as a strength in the light of different, conflicting, priorities. This study systematically explores why and how lecturers in a superdiverse context aim to unlock these alleged strengths in the context of specific courses. Taking a longitudinal …
Evaluating and diversifying philosophy education
Background Debates on diversifying the philosophy curriculum often emphasize what is taught rather than how it is taught. Yet, curriculum content and pedagogy are deeply interconnected. Little is known about how philosophy teachers conceptualize and evaluate their teaching approaches, or how these conceptions shape curricular decisions. Aims This study examines how university philosophy teachers understand and assess their pedagogical approaches,…
Global Education and Multiculturalism (3 works) · Higher education (2 works) · Politics (2 works) · Transformative learning (2 works) · Agile software development (1 work) · Business (1 work) · Citizenship (1 work) · Civic engagement (1 work) · Context effect (1 work) · Curriculum (1 work)