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.
• Citizenship Education and Social Integration
• Identity and Sense of Belonging
• Muslim youth in Europe
• Mosque Education
• Student Centered Pedagogy
• Curriculum Change
Child Development and Education
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.
• Qualitative research methods (interviews, focus group discussions, classroom obersevations, and document analysis)
• School ethnography
• 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.
VENI/ NWO 2016 -2020: “Between the School and the Mosque: Young Muslims Negotating Citizenship in the Netherlands”
Institutions and Inequality
• Globalisation, Educational Policy and Change (Bachelor year 2)
• Critical Debates on Children and Education from a Comparative Perspetive (Research Master course)
• 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”.