Dr H. (Hülya) Kosar-Altinyelken
Assistant Professor
Faculty of Social and Behavioural Sciences
Programme group: Educational Sciences
Visiting address
- Nieuwe Achtergracht 127
- Room number: D8.16
Postal address
- Postbus 15776
1001 NG Amsterdam
Contact details
Social media
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Profile
Dr. Hülya Kosar Altinyelken is an Assistant Professor of Education and International Development at the Department of Child Development and Education. Her academic research and teaching cover a wide range of topics including Global Education Reform Movement with a focus on the 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 mindfulness in education, non-formal Islamic education, ethnic and religious identity formation, social integration, acculturation strategies, and psycho-social well-being of Muslim youth in Europe. She has extensive research experience in Uganda, Turkey and the Netherlands, and co-edited Global Education Policy and International Development: New Agendas, Issues and Policies (2018) and Global Education Reforms and Teachers: Emerging Policies, Controversies and Issues (2013).
Expertise and research fields
- International development and education
- Pedagogical reforms
- Diversity and inclusion
- Muslim youth in Europe
- Non-formal Islamic education
- Ethnic and religious identity formation
- Social integration
- Mental health (including Mindfulness in education)
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Research
Expertise and research fields
- International development and education
- Pedagogical reforms
- Diversity and inclusion
- Muslim youth in Europe
- Non-formal Islamic education
- Ethnic and religious identity formation
- Social integration
- Mental health (including Mindfulness in education
Research methods
- Qualitative research methods (interviews, focus group discussions, classroom observations, and document analysis)
- School ethnography
Ongoing research projects
- "Between the School and the Mosque: Young Muslims Negotiating Citizenship in the Netherlands”: This project seeks to analyse the commonalities and differences between the values and norms taught at secondary schools and mosques in the Netherlands, and how young Muslims negotiate the differences between these two distinct worlds. (Funded by VENI/NWO).
- “The Impact of COVID-19 on Educational Inequalities in China”. The project aims to analyse the factors that influence the learning outcomes and quality of online learning experiences among secondary school students in China during school closures. It is based on interviews with students, teachers and parents.
- “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.
Research grants & honours
- “Between the School and the Mosque: Young Muslims Negotiating Citizenship in the Netherlands” (VENI/ NWO 2016 -2020)
- “The Impact of COVID-19 on Educational Inequalities in China” (AMCIS 2020-2021)
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Education and PhD supervision
Education
Globalisation, Education Policy and Change (Bachelor 2)
The course aims to develop an in-depth understanding of the political, economic, social and cultural dimensions of globalisation and their influence on educational policy and practice. Students analyse the meaning, scope and dimensions of globalisation and how such pro-cesses influence trends in educational policymaking and change around the globe. Topics examined in the course include globalisation and its implications for educational policymaking; global governance of education and the role of international organisations in the making of educational policy; educational policy transfer; education and inclusion; and major global educational policies and their driving forces.
Critical Debates on Children and Education (Research Master)
The course aims to address some topical issues on children and education, including the education of children and youth with a migration background in Europe; so-called mosque education and its impact on social integration, citizenship and identity; internationalisation of higher education in the Netherlands with a focus on the academic and social integration of Chinese students; and mindfulness in education. These issues are debated from a comparative perspective, with case studies from the global south as well as the global north. An important approach taken in the course is to avoid trying to understand developments in the field of education by focusing only on schools and children, but to analyse how broader societal, political, and economic developments influence educational systems.
PhD Supervision
Ongoing PhD projects
- Lina Jiang: “The Pedagogy of Studying Abroad: The Case of Chinese Students in the Netherlands”
- Hester van Kuilen: “Developing a Contextualized Pedagogy: A Study on 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”.
PhDs supervised
- Semiha Sözeri: “The Pedagogy of the Mosque: Portrayal, Practice, and Role in the Integration of Turkish-Dutch Children” (February, 2021)
- Marielle Le Mat: “Beyond the Facts: Addressing Gender-Based Violence through Comprehensive Sexuality Education in Schools in Ethiopia” (March, 2020)
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Publications
- refereed (45)
- academic (11)
- professional (10)
- popular scientific (1)
- conference contributions (4)
- recognitions (7)
- supervised theses (3)
- doctoral thesis (1)
2022
Altinyelken, H. K. (2022). Muslim youth negotiating boundary maintenance between the sexes: A qualitative exploration . Journal of Muslim Mental Health , 16(2), 26-44. https://doi.org/10.3998/jmmh.534 [details]- Altinyelken, H. K., Akhtar, Y., & Selim, N. (2022). Navigating contradictory narratives on sexuality between the school and the mosque in four Muslim communities in the Netherlands. Sexuality and Culture: An Interdisciplinary Journal, 26(2), 595–615. https://doi.org/10.1007/s12119-021-09911-z [details]
- Browes, N., & Altinyelken, H. K. (2022). Professionalism in the era of accountability: Role discrepancy and responses amongst teachers in the Netherlands. British Journal of Sociology, 73(1), 188-205. https://doi.org/10.1111/1468-4446.12917 [details]
- Jiang, L., & Kosar Altinyelken, H. (2022). Understanding social integration of Chinese students in the Netherlands: The role of friendships. Journal of Intercultural Communication Research , 51(2), 191-207. https://doi.org/10.1080/17475759.2021.1877178
- Kosar-Altinyelken, H. (2022). The benefits of a mindfulness program for university students: A qualitative exploration on intrapersonal and interpersonal relationships. The Journal of Humanistic Counseling . https://doi.org/10.1002/johc.12197
- Sozeri , S., Kosar-Altinyelken, H., & Volman, M. L. L. (2022). The role of mosque education in the integration of Turkish-Dutch youth: Perspectives of Muslim parents, imams, mosque teachers and key stakeholders. Ethnic and Racial Studies, 45(16), 122-143. https://doi.org/10.1080/01419870.2021.2015419 [details]
- Sözeri, S., Kosar-Altinyelken, H., & Volman, M. L. L. (2022). Turkish-Dutch mosque students negotiating identities and belonging in the Netherlands. Religions, 13(9), [842]. https://doi.org/10.3390/rel13090842
- van de Kuilen, H., Kosar-Altinyelken, H., Voogt, J. M., & Nzabalirwa, W. (2022). Recontextualization of learner-centred pedagogy in Rwanda: A comparative analysis of primary and secondary schools. Compare - A Journal of Comparative and International Education, 52(6), 966-983. https://doi.org/10.1080/03057925.2020.1847044 [details]
2021
- Browes, N., & Altinyelken, H. K. (2021). The instrumentation of test-based accountability in the autonomous Dutch system. Journal of Education Policy, 36(1), 107-128. https://doi.org/10.1080/02680939.2019.1689577 [details]
- Kosar Altinyelken, H. (2021). Critical thinking and non‑formal Islamic education: Perspectives from young Muslims in the Netherlands. Contemporary Islam, 15(3), 267-285. https://doi.org/10.1007/s11562-021-00470-6 [details]
- Kosar Altinyelken, H., & Hoeksma, M. (2021). Improving educational quality through active learning: Perspectives from secondary school teachers in Malawi. Research in Comparative and International Education, 16(2), 117-139. https://doi.org/10.1177/1745499921992904 [details]
- Le Mat, M. L. J., Miedema, E. A. J., Amentie, S. A., & Kosar-Altinyelken, H. (2021). Moulding the teacher: factors shaping teacher enactment of comprehensive sexuality education policy in Ethiopia. Compare - A Journal of Comparative and International Education, 51(6), 862-880. https://doi.org/10.1080/03057925.2019.1682967 [details]
- Sözeri, S., Altinyelken, H. K., & Volman, M. L. L. (2021). Pedagogies of Turkish Mosque Education in the Netherlands: An Ethno-case Study of Mosque Classes at Milli Görüş and Diyanet. Journal of Muslims in Europe, 10(2), 210-233. https://doi.org/10.1163/22117954-bja10024 [details]
2020
- Jiang, L., & Kosar Altinyelken, H. (2020). The pedagogy of studying abroad: a case study of Chinese students in the Netherlands. European Journal of Higher Education, 10(2), 202-216. https://doi.org/10.1080/21568235.2020.1718517 [details]
- Kosar-Altinyelken, H., Hoek, L., & Jiang, L. (2020). Improving the psycho-social wellbeing of international students: The relevance of mindfulness. British Journal of Guidance & Counselling, 48(4), 524–536. https://doi.org/10.1080/03069885.2019.1600189 [details]
- Le Mat, M. L. J., Altinyelken, H. K., Bos, H. M. W., & Volman, M. L. L. (2020). Mechanisms of adopting and reformulating comprehensive sexuality education policy in Ethiopia. Journal of Education Policy, 35(5), 692-712. https://doi.org/10.1080/02680939.2019.1618918 [details]
2019
- Kosar-Altinyelken, H., & Sözeri, S. (2019). Importing mosque pedagogy from Turkey: An analysis of contextual factors shaping re-contextualisation process in the Netherlands . Comparative Education, 55(1), 47-65. https://doi.org/10.1080/03050068.2018.1541666 [details]
- Sözeri, S., & Kosar-Altinyelken, H. (2019). What are children being taught in the mosque? Turkish mosque education in the Netherlands. Learning, Culture and Social Interaction, 22, [100326]. https://doi.org/10.1016/j.lcsi.2019.100326 [details]
- Sözeri, S., Kosar-Altinyelken, H., & Volman, M. (2019). Mapping discourses on mosque education in the Netherlands: A content analysis of the Dutch press, 2010–2016. Discourse, 40(3), 358-371. https://doi.org/10.1080/01596306.2017.1316705 [details]
- Sözeri, S., Kosar-Altinyelken, H., & Volman, M. (2019). Training imams in the Netherlands: The failure of a post-secular endeavour. British Journal of Religious Education, 41(4), 435-445. https://doi.org/10.1080/01416200.2018.1484697 [details]
- 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. https://doi.org/10.1016/j.ijedudev.2018.08.004 [details]
- van de Kuilen, H. S., Kosar-Altinyelken, H., Voogt, J. M., & Nzabalirwa, W. (2019). Policy adoption of learner-centred pedagogy in Rwanda: A case study of its rationale and transfer mechanisms. International Journal of Educational Development, 67, 64-72. https://doi.org/10.1016/j.ijedudev.2019.03.004 [details]
2018
- 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. https://doi.org/10.1080/03057925.2017.1332517 [details]
- Kosar-Altinyelken, H. (2018). Promoting the psycho-social wellbeing of international students through mindfulness: A focus on regulating difficult emotions. Contemporary Buddhism, 19(2), 185-202. https://doi.org/10.1080/14639947.2019.1572306 [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. K. LeTendre (Eds.), International Handbook of Teacher Quality and Policy (pp. 255-270). Routledge. https://doi.org/10.4324/9781315710068-17 [details]
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). Bloomsbury. https://doi.org/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. https://doi.org/10.1080/03050068.2015.1081794 [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). Bloomsbury Academic. http://www.bloomsbury.com/uk/education-in-the-european-union-pre-2003-member-states-9781472528155/#sthash.EDoZm348.dpuf [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. https://doi.org/10.1080/03050068.2015.1089076 [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. https://doi.org/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. https://doi.org/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. Altinyelken, & M. de Koning (Eds.), Global managerial education reforms and teachers: emerging policies, controversies and issues in developing contexts (pp. 109-126). Education International. http://download.ei-ie.org/Docs/WebDepot/Global%20Managerial%20Education%20Reforms%20and%20Teachers.pdf [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). Sense Publishers. https://doi.org/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. Altinyelken, & M. de Koning (Eds.), Global managerial education reforms and teachers: emerging policies, controversies and issues in developing contexts (pp. 141-155). Education International. http://download.ei-ie.org/Docs/WebDepot/Global%20Managerial%20Education%20Reforms%20and%20Teachers.pdf [details]
- Verger, A., & Altinyelken, H. K. (2013). Global education reforms and the new management of teachers: A critical introduction. In A. Verger, H. Altinyelken, & M. de Koning (Eds.), Global managerial education reforms and teachers: emerging policies, controversies and issues in developing contexts (pp. 1-18). Education International. http://download.ei-ie.org/Docs/WebDepot/Global%20Managerial%20Education%20Reforms%20and%20Teachers.pdf [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). 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). Palgrave Macmillan. https://doi.org/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). Bloomsbury. [details]
2011
- Altinyelken, H. K. (2011). Student-centred pedagogy in Turkey: conceptualisations, interpretations and practices. Journal of Education Policy, 26(2), 137-160. https://doi.org/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. https://www.novapublishers.com/catalog/product_info.php?cPath=23_29&products_id=16545 [details]
2010
- Altinyelken, H. K. (2010). Curriculum change in Uganda: teacher perspectives on the new thematic curriculum. International Journal of Educational Development, 30(2), 151-161. https://doi.org/10.1016/j.ijedudev.2009.03.004 [details]
- Altinyelken, H. K. (2010). Pedagogical renewal in sub-Saharan Africa: the case of Uganda. Comparative Education, 46(2), 151-171. https://doi.org/10.1080/03050061003775454 [details]
2009
- Altinyelken, H. K. (2009). Coping strategies among internal migrant students in Turkey. International Journal of Educational Research, 48(3), 174-183. https://doi.org/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. https://doi.org/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. http://search.ebscohost.com/login.aspx?direct=true&db=rzh&AN=2010243166&loginpage=Login.asp&site=ehost-live [details]
2018
- Verger, A., Novelli, M., & Kosar Altinyelken, H. (Eds.) (2018). Global Education Policy and International Development: New Agendas, Issues and Policies. (2nd ed.) Bloomsbury. https://doi.org/10.5040/9781474296052 [details]
2015
- Altinyelken, H. K., Çayır, K., & Agirdag, O. (Eds.) (2015). Turkey at a Crossroads: Critical Issues and Perspectives in Education. Comparative Education, 51(4), 473-591. https://www.tandfonline.com/toc/cced20/51/4?nav=tocList
2013
- Altinyelken, H. K., & Julkunen, I. (Eds.) (2013). Coping and support in educational transitions. (GOETE working paper). Governance of Educational Trajectories in Europe (GOETE). http://www.goete.eu/download/working-papers/file/9-wp8-coping-support-thematic-report-complete-150413?tmpl=component [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). Governance of educational trajectories in Europe. http://goete.eu/download/working-papers/doc_download/52-thematic-report-on-coping-and-support [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). Governance of educational trajectories in Europe. http://goete.eu/download/working-papers/doc_download/52-thematic-report-on-coping-and-support [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). Governance of educational trajectories in Europe. http://goete.eu/download/working-papers/doc_download/52-thematic-report-on-coping-and-support [details]
- Verger, A., Altinyelken, H., & de Koning, M. (Eds.) (2013). Global managerial education reforms and teachers: emerging policies, controversies and issues in developing contexts. Education International. http://download.ei-ie.org/Docs/WebDepot/Global%20Managerial%20Education%20Reforms%20and%20Teachers.pdf [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. (Eds.) (2012). Global education policy and international development: new agendas, issues and policies. 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]
2019
- Altinyelken, H. (2019). Theory of change: education and international development. Ministry of Foreign Affairs of the Netherlands. [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 (2nd ed., pp. 209-232). Bloomsbury. https://doi.org/10.5040/9781474296052.ch-010 [details]
- Kosar-Altinyelken, H. (2018). Learning crisis, youth employment and TVET in the post-2015 era: A literature review commissioned by the Netherlands Ministry of Foreign Affairs. [details]
- Verger, A., Novelli, M., & Kosar Altinyelken, H. (2018). Global Education Policy and International Development: A Revisited Introduction. In A. Verger, M. Novelli, & H. Kosar Altinyelken (Eds.), Global Education Policy and International Development : New Agendas, Issues and Policies (2nd ed., pp. 1-34). Bloomsbury. https://doi.org/10.5040/9781474296052.ch-001 [details]
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. http://unesdoc.unesco.org/images/0023/002324/232420e.pdf [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. http://www.norrag.org/en/publications/norrag-news/online-version/education-and-skills-post-2015-and-the-global-governance-of-education-agendas-and-architecture/detail/governing-teachers-in-the-era-of-global-managerial-reforms-paradoxes-and-shortcomings.html [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
2008
- Altinyelken, H. K. (2008). Beyond primary: Lessons learnt from a ‘successful’ country in Africa. In J. Verhoeven (Ed.), IS Academie discussiebundel 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). IS Academie & Ministerie van Buitenlandse Zaken. [details]
2016
- Kosar Altinyelken, H., Volman, M., Abacioglu, C., Baan, J., Calor, S., Daas, R., Geijsel, F., van Goethem, A., Kuiper, E., Munniksma, A., Rinnooy Kan, W., Schuitema, J., Soeterik, I., Sözeri, S., Starink-Martha, G., Verhoeven, M., & Voogt, J. (2016). Wetenschappers: stop met de termen 'zwarte' en 'witte' school. De Volkskrant. http://www.volkskrant.nl/opinie/wetenschappers-stop-met-de-termen-zwarte-en-witte-school~a4467962/
2020
- Altinyelken, H., & Hoeksma, M. (2020). Improving Educational Quality through Active Learning: Perspectives from Secondary School Teachers in Malawi . Abstract from Africa Knows!, Netherlands. https://www.africaknows.eu/papA01-04.htm [details]
- van de Kuilen, H., Altinyelken, H., & Voogt, J. (2020). Re-contextualization of learner-centred pedagogy in Rwanda: A comparative analysis of primary and secondary schools . Abstract from Africa Knows!, Netherlands. https://www.africaknows.eu/papA01-06.htm [details]
2018
- Kosar-Altinyelken, H., & Sozeri, S. Y. (2018). Mosque pedagogy as a travelling policy between the Netherlands and Turkey. Paper presented at Comparative and International Education Society (CIES) 2018 Annual Conference, Mexico – March 25-29, 2018
, Mexico City , Mexico. - le Mat, M. L. J., Kosar-Altinyelken, H., Bos, H. M. W., & Volman, M. L. L. (2018). Beyond culture: understanding gender-based violence in schools in Ethiopia.. Paper presented at Comparative Education Society Europe (CESE), Nicosia, Cyprus.
Media appearance
- Kosar-Altinyelken, H. (01-04-2017). Niet wit of zwart [Print] PO Management. Niet wit of zwart. https://www.pomanagement.nl/whitepaper/328/
- 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. https://www.nationaleonderwijsgids.nl/interviews/nieuws/38123-stop-met-gebruik-termen-zwarte-en-witte-scholen.html
- 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.
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, ...).
2021
- Browes, N. (2021). Holding schools accountable: Developing and enacting test-based accountability in the autonomous Dutch education system. [Thesis, fully external, Universitat Autònoma de Barcelona (UAB)].
- Sözeri, S. Y. (2021). The pedagogy of the mosque: Portrayal, practice, and role in the integration of Turkish-Dutch children. [Thesis, fully internal, Universiteit van Amsterdam]. [details]
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Ancillary activities
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Het Ministerie van Buitenlandse Zaken
Senior beleidsadvisor, Directie Sociale Ontwikkeling
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Het Ministerie van Buitenlandse Zaken
Altinyelken, H. K. (2022). Muslim youth negotiating boundary maintenance between the sexes: A qualitative exploration . Journal of Muslim Mental Health , 16(2), 26-44.