Non-material factors, such as a person’s ideas and values concerning Europe, are very influential with respect to the way persons perceive Europe (Vollaard, n.d., p. 2). These associations with...Show moreNon-material factors, such as a person’s ideas and values concerning Europe, are very influential with respect to the way persons perceive Europe (Vollaard, n.d., p. 2). These associations with Europe are formed by a person’s upbringing, but also through education. Several studies have researched the relationship between a person’s level of education and his or her support for Europe. These researchers show that generally the higher educated Dutch people are the more positive they are about Europe (Dekker et al., 2007, p. 19; Dekker and Ridder, 2012, p. 56; Hakhverdian et al., 2013, p. 531; Op de Woerd, 2014, section para. 13, own translation; Dekker and Den Ridder, 2014, p. 25)? Could the reason for this be that the way Europe is represented at lower education levels is different from the representation of Europe at higher education levels? The main research aim of this thesis is to find out if lower educated obtain different information than higher education concerning Europe in social studies’ textbooks used at VMBO-bk, VMBO-kgt, HAVO and VWO in Dutch secondary education. It is also possible that the amount of information students receive about Europe differs from one education level to the next. As such, a possible explanation of the relationship between a person’s level of education and his or her support for Europe may be the way Europe is framed in different social studies textbooks. This thesis uses content analysis to explore and describe how Europe is represented in social studies textbooks in the Netherlands. Firstly, this work analyses how much information about Europe can be found in Dutch social studies textbooks by counting the number of pages. The results show that the lowest amount of information about Europe is found at VMBO-bk where, on average, 9.33 pages per book refer to Europe. The highest amount is found in VWO social studies text books with an average of 56.76 pages per book referring to Europe. Secondly, this thesis examines the positive and negative associations with Europe occurring in these textbooks. The outcomes are that at VMBO-bk and VMBO-kgt no specific positive associations prevails, whereas at HAVO and VWO, the focus lies on European economic and trade benefits. At VMBO-bk and VMBO-kgt no negative notion prevails, whereas at HAVO and VWO, the negative association ‘loss of sovereignty’ took prevalence over the other negative associations. Thirdly, the thesis analyses how the Netherlands is portrayed in the 12 textbooks, because the views of the nation itself and its relation to Europe also influences the way Europe is perceived (Harmsen, 2008, p. 318). The research finds that many different associations with the Netherlands exist in these books: from an international trade perspective, to a heaven for freedom, to a welfare state. Moreover, the fit between the associations with Europe and with the Netherlands have been explored. It was discovered that at both education levels a clear fit could not be found.Show less
