Page 58 - TWO OF A KIND • Erik Renkema

CHAPTER 2
A second focus for further research can be the policy of appointing teachers and the neutrality of the school. Not all respondents confirm that these items are an expression of values of public education. If they do not see neutrality as a key value, the question is what perception they do have of neutrality and whether they select teachers based on religious, cultural or ethnic background or sexual preference. Research could be conducted exploring the possible different ways in which values of public education are interpreted by representatives of the schools, and the question whether or not there are some values of public education that are not or less supported in a cooperation school.
Thirdly, we could investigate how non-government education in a cooperation school is perceived by principals and teachers. After all, this school is obliged to offer both public and non-government education. In the survey, no questions were asked about the status of (values of) non-government education other than those about the religious education. It would be interesting to see how values of non- government education are represented in the integrated identity: representatives of cooperation schools may have specific ideas about non-government education apart from the religious denominational education. Besides this, it seems worth exploring whether there is a possible distinction between cooperation schools with a Protestant and those with a (Roman-)Catholic origin.
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