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NL

dr. H. (Hülya) Kosar-Altinyelken

Faculty of Social and Behavioural Sciences
Programme group: Educational Sciences
Photographer: FMG

Visiting address
  • Nieuwe Achtergracht 127
  • Room number:
Postal address
  • Postbus 15780
    1001 NG Amsterdam
  • Profile

    Hülya Kosar Altinyelken is an Assistant Professor of Comparative Education at the Department of Child Development and Education, the University of Amsterdam. Her research interests cover a wide range of topics including Global Education Reform Movement with a focus on adoption and implementation of child-centred pedagogy in different country contexts, analysing in particular how teacher agency and context modifies global education reforms. Her current interests and projects particularly focus on citizenship education, identity, sense of belonging and social integration of Muslim youth in Europe. How do Muslim youth, parents, teachers and imams reflect on the dynamic interplay between the knowledge, skills and attitudes promoted by Qur’anic instruction and by citizenship education offered at secondary schools? To what extent do the citizenship agendas endorsed by schools coexist in harmony with Qur’anic instruction, or is there contestation? How does Muslim youth negotiate possible differences in knowledge, skills and attitudes promoted at mosques and schools, and develop their citizenship dispositions?

    Hülya studied International Relations at the Middle East Technical University (Turkey), and completed an MSc in International Development Studies at the University of Amsterdam, before earning her doctorate from the same university on education and international development. She also worked at the Netherlands Ministry of Foreign Affairs as a policy officer at the Education and Development division.

    Research areas

    •    Citizenship Education and Social Integration
    •    Identity and Sense of Belonging 
    •    Muslim youth in Europe
    •    Mosque Education
    •    Student Centered Pedagogy 
    •    Curriculum Change

    Area of expertise

    Child Development and Education

     

  • Research

    Hülya’s research interests cover a wide range of areas, which can be grouped into four broad categories:

    1. Global Education Reform Movement: Taking child centered pedagogy (CCP) as a global education policy, Hülya studied how this pedagogical approach was adopted by two distinctly different countries (Uganda and Turkey) and implemented at primary schools. She is currently involved in supervising two PhD studies on this theme: one is looking at the CCP’s adoption and implementation in Rwanda, and the second one analyzes the autonomy and accountability policies in the Dutch education system.
    2. Citizenship Education, Identity, Sense of Belonging and Social Integration of Muslim Youth in Europe: Hülya took part in an EU funded project to study the education of disadvantaged students in eight European countries, focusing particularly on educational challenges and coping mechanisms of immigrant students in large cities in the Netherlands. Her two current projects focusses specifically on Muslim youth, and seeks to understand the impact of citizenship education provided at secondary schools and the non-formal religious education offered at mosques (and other settings) on Muslim youth’s identity, sense of belonging and social integration. These projects cover migrant groups with Turkish, Morrocon, Egyptian and Pakistani backgrounds. 
    3.    Mindfulness in Education: This research line focuses on lived experiences of participants of mindfulness programmes in educational settings, and seeks to explore the impact of such programmes on a range of outcome measures. 
    4.    Gender and Education: Gender is a cross-cutting theme in Hülya’s research. She studied the educational challenges and coping mechanisms of internal migrant girls in Turkey. She is currently involved in supervising a PhD study analyzing a sexuality education programme in Ethiopia.  

    Research methods

    •    Qualitative research methods (interviews, focus group discussions, classroom obersevations, and document analysis) 
    •    School ethnography 

    Research projects / groups

    •    Between the School and the Mosque: Young Muslims Negotating Citizenship in the Netherlands:  Thousands of Muslim children and youth receive Qur’anic instruction at mosques in the Netherlands.
    This project seeks to analyse the dynamic interplay between
    Qur’anic instruction and the citizenship education provided at secondary schools, and how young Muslims negotiate the differences between these two distinct worlds. Funded by VENI/NWO. 
    •    The Pedagogy of the Mosque: Aiding or Frusturating Integration in the Netherlands? : The project seeks to analyze the pedagogy of mosque education with a focus on its quality and governance, and its perceived impact on social integration of Muslim children with a Turkish background. 
    •    Mindfulness with International Students: The project explores the experiences of a group of international students who took part in an eight-week mindfulness programme at the University of Amsterdam, with a focus on the programme’s impact on emotion and thought regulation, and relationship with the self and others.  
    •    Governance of Education Trajectories in Europe: Funded  by the EU 7th framework (2010-2013), the project analysed the education of disadvantaged students in eight EU countries, particularly looking at their transition from primary to secondary education. 
    •    Changing Pedagogy: A Comparative Analysis of Reform Efforts in Uganda and Turkey: The project sought to provde an empirical examination of the practice of global education policy, by focusing on the implementation of pedagogical reforms in two countries –Turkey and Uganda. It analysed how context and local actors mediated education polices that are imported from the West. Funded by the Netherlands Ministry of Foreign Affairs. 
    •    Educational Challenges and Coping Mechanisms of Migrant Girls in Turkey: The project focused on the families who migrated from the eastern to the western part of Turkey, and aimed at analysing educational challenges of migrant girls (including issues of language, adaptation, discrimination and bullying), and the strategies they developed to respond to these challenges. 

    Research grants & honours

    VENI/ NWO 2016 -2020: “Between the School and the Mosque: Young Muslims Negotating Citizenship in the Netherlands”

    Research priority area

    Institutions and Inequality

     

  • Education and PhD supervision

    Education

    •    Globalisation, Educational Policy and Change (Bachelor year 2)
    •    Critical Debates on Children and Education from a Comparative Perspetive (Research Master course) 


    PhD Supervision

    •    Semiha Sözeri: “The Pedagogy of the Mosque: Aiding or Frusturating Integration in the Netherlands”
    •    Marielle Le Mat: “The Role of Sexuality Education in Addressing Gender-based Violence in Schools in Ethiopia”
    •    Hester van Kuilen: “Developing a Contextualized Pedagogy: A Study to the Transfer and Implementation of Learner-Centred Pedagogy in Rwanda”
    •    Natalie Browes: “Reforming Schools Globally: A Multi-Scalar Analysis of Autonomy and Accountability Policies in the Education Sector. The Dutch case study”. 

  • Publications

    2019

    • le Mat, M. L. J., Kosar-Altinyelken, H., Bos, H. M. W., & Volman, M. L. L. (2019). Discussing culture and gender-based violence in comprehensive sexuality education in Ethiopia. International Journal of Educational Development, 65, 207-215. DOI: 10.1016/j.ijedudev.2018.08.004  [details] 
    • Kosar-Altinyelken, H. (2019). PROMOTING THE PSYCHO-SOCIAL WELL-BEING OF INTERNATIONAL STUDENTS THROUGH MINDFULNESS: A FOCUS ON REGULATING DIFFICULT EMOTIONS. Contemporary Buddhism .

    2018

    • Kosar-Altinyelken, H., & Sozeri, S. Y. (2018). Importing mosque pedagogy from Turkey: An analysis of contextual factors shaping re-contextualisation process in the Netherlands . Comparative Education. DOI: 10.1080/03050068.2018.1541666 
    • Kosar Altinyelken, H., & le Mat, M. (2018). Sexual violence, schooling and silence: Teacher narratives from a secondary school in Ethiopia. Compare - A Journal of Comparative and International Education, 48(4), 648-664. DOI: 10.1080/03057925.2017.1332517  [details] 
    • Kosar-Altinyelken, H., & Sözeri, S. (2018). Assumptions and implications of adopting educational ideas from the West: The case of student-centered pedagogy in Turkey. In M. Akiba, & G. LeTendre (Eds.), The International Handbook of Teacher Quality and Policy (pp. 255-270). New York: Routledge. [details] 
    • Sozeri, S. Y., Kosar-Altinyelken, H., & Volman, M. L. L. (2018). Training imams in the Netherlands: The failure of a post-secular endeavour. British Journal of Religious Education.
    • Verger, A., Novelli, M., & Kosar-Altinyelken, H. (2018). Global Education Policy and International Development: A Revisited Introduction. In Global Education Policy and International Development : New Agendas, Issues and Policies (Second ed.). London and New York: Bloomsbury Academic.

    2017

    • Sözeri, S., Kosar-Altinyelken, H., & Volman, M. (2017). Mapping discourses on mosque education in the Netherlands: A content analysis of the Dutch press, 2010–2016. Discourse. DOI: 10.1080/01596306.2017.1316705 

    2016

    • Altinyelken, H. K., Demozzi, S., Boron, F., & Taddia, F. (2016). Cooperation and problems of recognition between schools and parents in supporting young people's educational trajectories. In A. Walther, M. Parreira do Amaral, M. Cuconato, & R. Dale (Eds.), Governance of Educational Trajectories in Europe: Pathways, Policy and Practice (pp. 161-180). London: Bloomsbury. DOI: 10.5040/9781474287203.ch-008  [details] 

    2015

    • Altinyelken, H. K. (2015). Democratising Turkey through student-centred pedagogy: opportunities and pitfalls. Comparative Education, 51(4), 484-501. DOI: 10.1080/03050068.2015.1081794  [details] 
    • Altinyelken, H. K., Çayır, K., & Agirdag, O. (2015). Turkey at a crossroads: critical debates and issues in education. Comparative Education, 51(4), 473-483. DOI: 10.1080/03050068.2015.1089076  [details] 
    • Altinyelken, H. K., & Karsten, S. (2015). The Netherlands: structure, policies, controversies. In T. Corner (Ed.), Education in the European Union: pre-2003 Member States (pp. 305-324). (Education around the world). London: Bloomsbury Academic. [details] 

    2014

    • Altinyelken, H. K., Moorcroft, S., & van der Draai, H. (2014). The dilemmas and complexities of implementing language-in-education policies: perspectives from urban and rural contexts in Uganda. International Journal of Educational Development, 36, 90-99. DOI: 10.1016/j.ijedudev.2013.11.001  [details] 
    • Verger, A., Edwards, D. B., & Altinyelken, H. K. (2014). Learning from all? The World Bank, aid agencies and the construction of hegemony in education for development. Comparative Education, 50(4), 381-399. DOI: 10.1080/03050068.2014.918713  [details] 

    2013

    • Altinyelken, H. K. (2013). Teachers' principled resistance to curriculum change: A compelling case from Turkey. In A. Verger, H. Kosar Altinyelken, & M. de Koning (Eds.), Global managerial education reforms and teachers: emerging policies, controversies and issues in developing contexts (pp. 109-126). Brussels: Education International. [details] 
    • Altinyelken, H. K. (2013). The demand for private tutoring in Turkey: unintended consequences of curriculum reform. In M. Bray, A. E. Mazawi, & R. G. Sultana (Eds.), Private tutoring across the Mediterranean: power dynamics and implications for learning and equity (pp. 187-204). (Comparative and international education: a diversity of voices; No. 25). Rotterdam: Sense Publishers. DOI: 10.1007/978-94-6209-237-2_12  [details] 
    • Altinyelken, H. K., & Verger, A. (2013). The re-contextualization of global education reforms: Insights from the case studies. In A. Verger, H. Kosar Altinyelken, & M. de Koning (Eds.), Global managerial education reforms and teachers: emerging policies, controversies and issues in developing contexts (pp. 141-155). Brussels: Education International. [details] 
    • Verger, A., & Altinyelken, H. K. (2013). Global education reforms and the new management of teachers: A critical introduction. In A. Verger, H. Kosar Altinyelken, & M. de Koning (Eds.), Global managerial education reforms and teachers: emerging policies, controversies and issues in developing contexts (pp. 1-18). Brussels: Education International. [details] 

    2012

    • Kosar Altinyelken, H. (2012). A converging pedagogy in the developing world? Insights from Uganda and Turkey. In A. Verger, M. Novelli, & H. Kosar Altinyelken (Eds.), Global education policy and international development: new agendas, issues and policies (pp. 201-221). London [etc.]: Bloomsbury. [details] 
    • Koşar-Altınyelken, H., & Akkaymak, G. (2012). Curriculum change in Turkey: some critical reflections. In K. Inal, & G. Akkaymak (Eds.), Neoliberal transformation of education in Turkey: political and ideological analysis of educational reforms in the age of the AKP (pp. 59-70). (Postcolonial studies in education). New York: Palgrave Macmillan. DOI: 10.1057/9781137097811.0011  [details] 
    • Verger, A., Novelli, M., & Kosar Altinyelken, H. (2012). Global education policy and international development: an introductory framework. In A. Verger, M. Novelli, & H. K. Kosar Altinyelken (Eds.), Global education policy and international development: new agendas, issues and policies (pp. 3-32). London: Bloomsbury. [details] 

    2011

    • Altinyelken, H. K. (2011). Student-centred pedagogy in Turkey: conceptualisations, interpretations and practices. Journal of Education Policy, 26(2), 137-160. DOI: 10.1080/02680939.2010.504886  [details] 
    • Kosar Altinyelken, H. (2011). Teachers as curriculum mediators: a study on the implementation of Social Studies curriculum in Turkey. Progress in Education, 22, 83-100. [details] 

    2010

    2009

    • Altinyelken, H. K. (2009). Coping strategies among internal migrant students in Turkey. International Journal of Educational Research, 48(3), 174-183. DOI: 10.1016/j.ijer.2009.07.001  [details] 
    • Altinyelken, H. K. (2009). Educational challenges of internal migrant girls: a case study among primary school children in Turkey. Research in Comparative and International Education, 4(2), 211-228. DOI: 10.2304/rcie.2009.4.2.211  [details] 
    • Altinyelken, H. K. (2009). Migration and self-esteem: A qualitative study among internal migrant girls in Turkey. Adolescence, 44(173), 149-163. [details] 

    2018

    • Verger, A., Novelli, M., & Kosar-Altinyelken, H. (2018). Global education policy and international development: New agendas, issues and policies (second edition) . (2 ed.) London : Bloomsbury Academic.

    2015

    • Altinyelken, H. K., Çayır, K., & Agirdag, O. (2015). Turkey at a Crossroads: Critical Issues and Perspectives in Education. Comparative Education, 51(4), 473-591.

    2013

    • Altinyelken, H. K., & Julkunen, I. (2013). Coping and support in educational transitions. (GOETE working paper). Governance of Educational Trajectories in Europe (GOETE). [details] 
    • Kosar Altinyelken, H., Boron, F., & Demozzi, S. (2013). Educational challenges of students. In H. Kosar Altinyelken, & I. Julkunen (Eds.), Coping and support in educational transitions (pp. 27-47). (GOETE work package; No. 8). Frankfurt: Governance of educational trajectories in Europe. [details] 
    • Kosar Altinyelken, H., Demozzi, S., & Boron, F. (2013). Co-operation between schools and parents: an analysis of the problems of recognition. In H. Kosar Altinyelken, & I. Julkunen (Eds.), Coping and support in educational transitions (pp. 114-138). (GOETE work package; No. 8). Frankfurt: Governance of educational trajectories in Europe. [details] 
    • Kosar Altinyelken, H., Taddia, F., & Boron, F. (2013). Coping with educational challenges: a student perspective. In H. Kosar Altinyelken, & I. Julkunen (Eds.), Coping and support in educational transitions (pp. 48-71). (GOETE work package; No. 8). Frankfurt: Governance of educational trajectories in Europe. [details] 
    • Verger, A., Kosar Altinyelken, H., & de Koning, M. (2013). Global managerial education reforms and teachers: emerging policies, controversies and issues in developing contexts. Brussels: Education International. [details] 

    2012

    • Altinyelken, H. K., & du Bois-Reymond, M. (2012). Early selection and education of the migrants in the Netherlands: A critical discourse analysis (national report for WP7). (GOETE deliverables; No. 15). Governance of Educational Trajectories in Europe (GOETE). [details] 
    • Verger, A., Novelli, M., & Kosar Altinyelken, H. (2012). Global education policy and international development: new agendas, issues and policies. London [etc.]: Bloomsbury. [details] 

    2011

    • Altinyelken, H. K. (2011). National Briefing paper for WP4 and WP5. Governance of Educational Trajectories in Europe (GOETE).
    • Du Bois-Reymond, M., & Altinyelken, H. K. (2011). Complexities and challenges of learning in Dutch vocational schools (national report for WP6). (GOETE deliverables; No. 14). Governance of Educational Trajectories in Europe (GOETE). [details] 

    2018

    • Kosar-Altinyelken, H. (2018). A converging pedagogy in the global south? Insights from Uganda and Turkey. In A. Verger, M. Novelli , & H. Kosar Altinyelken (Eds.), Global Education Policy and International Development: New Agendas, Issues and Policies (Second Edition ed., pp. 209-232). London and New York : Bloomsbury Academic.

    2015

    • Altinyelken, H. K. (2015). Evolution of curriculum systems to improve learning outcomes and reduce disparities in school achievement. (EFA GMR background report; No. ED/EFA/MRT/2015/PI/13). UNESCO. [details] 

    2014

    • Verger, A., & Altinyelken, H. K. (2014). Governing teachers in the era of global managerial reforms: Paradoxes and shortcomings. NORRAG News, 51, 44-46. [details] 

    2012

    • du Bois-Reymond, M., Altinyelken, H. K., Stauber, B., Svab, A., Ule, M., Zivoder, A., & Parreira do Amaral, M. (2012). Comparative analysis case studies (WP6). (GOETE deliverables; No. 20). Governance of Educational Trajectories in Europe (GOETE). [details] 

    2010

    • Altinyelken, H. K., Du Bois-Reymond, M., & Karsten, S. (2010). Governance of Educational Trajectories in Europe: Country Report, the Netherlands. GOETE Working Paper. Amsterdam: University of Amsterdam. [details] 

    2008

    • Altinyelken, H. K. (2008). Beyond primary: Lessons learnt from a ‘successful’ country in Africa. In J. Verhoeven (Ed.), IS Academie discussiebundel Den Haag: Ministerie van Buitenlandse Zaken. [details] 
    • Altinyelken, H. K. (2008). Volle klaslokalen zijn ook niet alles [Beyond primary: Lessons learnt from a ‘successful’ country in Africa]. In Ministerie van Buitenlandse Zaken (Ed.), Heilige Huisjes: anders kijken naar internationale samenwerking (pp. 92-100). Den Haag: IS Academie & Ministerie van Buitenlandse Zaken. [details] 

    Media appearance

    • Kosar-Altinyelken, H. (01-04-2017). Niet wit of zwart [Print] PO Management. Niet wit of zwart.
    • Kosar-Altinyelken, H. (16-03-2017). STOP MET GEBRUIK TERMEN ZWARTE EN WITTE SCHOLEN’ [Web] Nationale Onderwijsgids. STOP MET GEBRUIK TERMEN ZWARTE EN WITTE SCHOLEN.
    • Kosar-Altinyelken, H. (28-02-2017). Black and white school labels in the Netherlands [Radio] Radio 1. Black and white school labels.
    • Kosar-Altinyelken, H. (13-12-2016). Zwarte en witte scholen, het lijkt wel apartheid [Print] Het Parool. Zwarte en witte scholen, het lijkt wel apartheid.

    Talk / presentation

    • Kosar-Altinyelken, H. (speaker) (15-1-2017). Black and white schools in the Netherlands, Radio Swammerdam.
    • Kosar-Altinyelken, H. (speaker) (20-12-2016). Segregatie in het onderwijs, Talk of the town , Amsterdam, Netherlands.

    Others

    • Kosar-Altinyelken, H. (organiser) (21-11-2016). Spui25 debate, Amsterdam. (Mis)naming Schools as Black and White in the Netherlands (participating in a conference, workshop, ...).
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  • Ancillary activities
    • No ancillary activities