Education in the Netherlands: A Look at how Policy and Practice Influence Community

By D. Brent Edwards Jr..

Published by The Learner Collection

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

This article reflects on the question, “How do policy and practice contribute to or detract from the existence of community in schools in the Netherlands?” Two levels are considered for analysis: the national level and the school level. Reflections are based on primary and secondary policy documents, interviews, and observations. Sergiovanni’s (1994) framework – espoused in Building Community in Schools – serves as the theoretical lens through which the study interprets the data. As such, the present manuscript presents the findings as they relate to and affect community of mind, community of kinship, and community of place. Lastly, the study considers current contextual factors at the societal and systemic levels, suggests areas for concern, and points to areas for future research.

Keywords: Community, Education, The Netherlands, Policy and Practice, Sergiovanni

The International Journal of Learning, Volume 16, Issue 10, pp.207-220. Article: Print (Spiral Bound). Article: Electronic (PDF File; 1.302MB).

D. Brent Edwards Jr.

Doctoral Student, Department of Education Leadership, Higher Education, and International Education, University of Maryland, Silver Spring, MD, USA

D. Brent Edwards Jr. is a doctoral student of International Education Policy in the Department of Education Leadership, Higher Education and International Education at the University of Maryland, College Park. He earned a BA degree in Spanish Language & Literature, a BS degree in Finance and International Business, and a Certificate in Latin American Studies from the University of Maryland, College Park. He also earned a MS Ed from the University of Pennsylvania. Mr. Edwards’ research interests include building community in and through education, critical pedagogy, democratic education, education for democratic citizenship, and the political economy of education.


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