For best experience please turn on javascript and use a modern browser!
You are using a browser that is no longer supported by Microsoft. Please upgrade your browser. The site may not present itself correctly if you continue browsing.

Dr H. (Hülya) Kosar-Altinyelken

Associate Professor
Faculty of Social and Behavioural Sciences
Programme group: Educational Sciences
Photographer: FMG

Visiting address
  • Nieuwe Achtergracht 127
  • Room number: D8.07
Postal address
  • Postbus 15776
    1001 NG Amsterdam
Social media
  • Profile

    Dr. Hülya Kosar Altinyelken works as an Associate Professor at the Child Development and Education Department. She earned her bachelor's degree in International Relations from the Middle East Technical University in Turkey (cum laude). She pursued her master's degree in International Development Studies at the University of Amsterdam (cum laude), with a focus on education and migration. She received a grant to conduct Ph.D. research as part of the IS Academie program, a collaboration between the University of Amsterdam and the Netherlands Ministry of Foreign Affairs. Her Ph.D. research focused on a two-country comparative study of curriculum change and pedagogical renewal in Uganda and Turkey, titled “Changing pedagogy: A comparative analysis of reform efforts in Uganda and Turkey.”

    Post-Ph.D., she joined an EU-funded comparative study (2010-2013) on the education of disadvantaged students across Europe, known as “The Governance of Education Trajectories in Europe.” In this role, she coordinated the Dutch team, and played a central role in coordinating ethnographic research in 24 European cities. Starting in 2012, she collaborated with the Autonomous University of Barcelona, University of Oslo, and University of Malta to develop an international master’s program, called “The Education Policies for Global Development” (http://globed.eu) which aimed at setting new standards as an international Master in the field of globalization, education and international development. The program obtained an Erasmus + grant (2014-2019) and Hülya taught in the master’s program for three consecutive years.

    In 2016, she received the prestigious Talent program VENI grant from the Netherlands Organization for Scientific Research to conduct a study entitled as “Between the school and the mosque: Young Muslims negotiating citizenship in the Netherlands”. The project aimed at looking into the influence of non-formal Islamic-education on young Muslims’ values and norms, and then comparing these with their socialisation and learning in mainstream secondary schools, to identify the commonalities and the differences, and the implications thereof.  As a co-investigator, she obtained an NWO/Comenius Senior Fellow, entitled “The Challenges and Opportunities in International Classrooms”. The project aimed installing a multi-levelled trajectory of change toward an intercultural (multicultural) perspective and intercultural practice in higher education.

    Throughout her academic career, Hülya has developed independent lines of research on a variety of topical issues with high societal relevance. These broadly fall under three research strands: i) inclusion and diversity in education, ii) curricular and pedagogical reforms and the role of teachers, and iii) religion, spirituality, and education.

    Inclusion and diversity in education: Research in this domain has primarily centred on the education of both internal and international migrants, examining the factors and mechanisms contributing to their exclusion from educational processes, as well as their coping and resilience. The initial study concentrated on internal migrant girls, whose families relocated from rural areas in the east to the western parts of Turkey. This research delved into the educational challenges leading to their exclusion and identified coping mechanisms employed. Subsequently, as part of a comparative research study across eight EU countries, a focus was placed on the education of children with a migration background in the Netherlands, with a particular emphasis on vocational schools. Another project centred on international classrooms within higher education. In this project, Hülya led the work package on "curriculum,", analysing course outlines of four bachelor programs, interviewing lecturers to identify the individual, institutional, or contextual factors influencing their choices, and formulating suggestions for designing curricula in a diversity-rich manner. Her ongoing project in this domain focuses on inclusion and resilience within higher education, aiming to explore the factors that enhance or undermine these aspects. This project includes three sub-studies focusing on students with a migration background, international students, and academics.

    Curricular and pedagogical reforms: Research in this field delves into global curricular and pedagogical trends, exploring the transfer of Western education policies (e.g., competency-based curriculum, student, or child-centred pedagogy) to diverse contexts and examining how they are received by policymakers and mediated by teachers in classroom settings. The focus has been on determining whether the convergence evident in global policy discussions on classroom pedagogy translates to similar convergence at the classroom level. Various projects on this topic have investigated how global and official national discourses on pedagogy have influenced teaching and learning practices in classrooms. The research also explored teacher voices to understand the extent to which they were incorporated into the policy adoption process and explored how they either welcome or resist Western pedagogies during the enactment process. In doing so, the projects responded to the imperative of examining local agencies that indigenize educational imports. The collaborative work on this topic has been published in various contexts, including Turkey, Uganda, Malawi, Ethiopia, and Rwanda, offering a comprehensive and cross-cultural perspective on the adaptation of Western pedagogies in different educational landscapes.

    Religion, spirituality, and education: Research in this area entails a comprehensive examination of non-formal Islamic education in the Netherlands, with a specific focus on four distinct Muslim communities—Turkish, Moroccan, Pakistani, and Egyptian. Hülya's research delved into the demands placed on Islamic education, elucidating its objectives, content, and pedagogical approaches. Additionally, the research scrutinized the values and norms acquired by children in these non-formal settings, drawing comparisons with those learned in mainstream secondary schools. In cases of contradiction, the study investigated how young individuals exercise their individual and collective agency to make choices and explored the implications of these decisions. Key aspects explored included boundary maintenance between sexes, attitudes toward romantic relationships before marriage, the promotion of critical thinking, and considerations of gender equality. Furthermore, Hülya has explored the potential of a mindfulness program to enhance psycho-social well-being among international students at a Dutch university. The study focused on the perceived impact of mindfulness interventions on regulating difficult emotions and thoughts, as well as changes in students' intrapersonal and interpersonal relationships. Her ongoing research in this domain centers on a contemplative pedagogical practice known as "Inquiry." This project involves the implementation of the inquiry practice in higher education settings, aiming to explore its potential to foster inclusion, deep listening, and enhanced learning in diverse classroom environments.

    Hülya is committed to bridging the gap between research and policy, bringing valuable insights and practical experience to both domains. Her professional background includes positions at the Netherlands Ministry of Foreign Affairs, where she served as a policy officer from 2003 to 2006 and later as a senior policy advisor from 2019 to 2022. In this capacity, she contributed to the Directorate-General for International Cooperation within the Social Development Department. In this capacity, Hülya served as the Executive Committee member of the UN's Global Fund for Education in Emergencies, Education Cannot Wait, representing the Netherlands. Additionally, she acted as the Dutch representative at the European Union Member States Education Experts group, and the UNICEF Education Partner Group. These are international forums that convene senior technical experts, providing a platform for fostering strategic policy discussions among key bilateral and multilateral donors in the field of education.

  • Publications

    2023

    • Jiang, L., Mo, J., & Kosar-Altinyelken, H. (in press). Covid-19, school closures and educational inequities: Exploring lived experiences . Educational Research.
    • Kosar-Altinyelken, H. (2023). The benefits of a mindfulness program for university students: A qualitative exploration on intrapersonal and interpersonal relationships. The Journal of Humanistic Counseling , 62(1), 25-40. https://doi.org/10.1002/johc.12197

    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. Advance online publication. 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. Advance online publication. https://doi.org/10.1080/17475759.2021.1877178 [details]
    • 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. Advance online publication. https://doi.org/10.1080/01419870.2021.2015419 [details]
    • Sözeri, S., Kosar Altinyelken, H., & Volman, M. (2022). Turkish-Dutch mosque students negotiating identities and belonging in the Netherlands. Religions, 13(9), Article 842. Advance online publication. https://doi.org/10.3390/rel13090842 [details]
    • 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. Advance online publication. 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. Advance online publication. 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. Advance online publication. 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. Advance online publication. 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. Advance online publication. 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. Advance online publication. https://doi.org/10.1163/22117954-bja10024 [details]

    2020

    2019

    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. Advance online publication. https://doi.org/10.1080/03057925.2017.1332517 [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]
    • 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]

    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

    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

    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

    2010

    2009

    2018

    2015

    2013

    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

    2014

    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

    • Altinyelken, H. K., Du Bois-Reymond, M., & Karsten, S. (2010). Governance of Educational Trajectories in Europe: Country Report, the Netherlands. GOETE Working Paper. University of Amsterdam. [details]

    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]

    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

    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, ...).

    2023

    • van de Kuilen, H. S. (2023). The adoption and recontextualization of learner-centred pedagogy in Rwanda. [Thesis, externally prepared, Universiteit van Amsterdam]. [details]
    This list of publications is extracted from the UvA-Current Research Information System. Questions? Ask the library or the Pure staff of your faculty / institute. Log in to Pure to edit your publications. Log in to Personal Page Publication Selection tool to manage the visibility of your publications on this list.
  • Ancillary activities
    • Het Ministerie van Buitenlandse Zaken
      Senior beleidsadvisor, Directie Sociale Ontwikkeling