Challenging established education: student perceptions of anti-oppressive components in the Dutch high school context

Abstract

For a long time now, there has been a worry about youth’s lack of political participation. Arguably, this has to do with a general emphasis within education on the banking system of education and little attention for the social sciences (in The Netherlands: Maatschappijleer class). I argue that we need empathy to increase the degree of political participation. To teach empathy, we need anti-oppressive education. This thesis explores the perceptions of five former high school students on the presence of anti-oppressive components, such as antiracism, in the high school curriculum and the school environment. Furthermore, it will address the students’ opinions on the value, challenges and requirements of an elaborate implementation of anti-oppressive education in the Dutch high school context. Through critically approaching the students’ thoughts and opinions from a feminist point of view, the article argues that anti-oppressive components are currently lacking in the Dutch high school system and would, indeed, be a valuable addition in aiming for a more inclusive society in which our students learn early on to take a stand against injustice.