Publications

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Areas of expertise

Research areas

Highlighted publications

Bakker, C. (2013). Het Goede leren. Leraarschap als normatieve professie. Universiteit Utrecht / Hogeschool Utrecht.
https://dspace.library.uu.nl/bitstream/handle/1874/286824/Cok%2520Bakker_Openbare%2520les%2520Het%2520Goede%2520Leren.pdf?sequence=1

Bakker, C., & Wassink, H. (2015). Leraren en het goede leren; Normatieve professionalisering in het onderwijs. Hogeschool Utrecht.

Bakker, C., & Rigg, E. (2004). De persoon van de leerkracht; Tussen christelijke schoolidentiteit en leerlingendiversiteit. Meinema.

Bakker, C., & Montesano Montessori, N. (2016). Complexity in Education: From Horror to Passion. SensePublishers.

2024

Scholarly publications

Friso, S., Lozano Parra, S., van Braak, M., Bakker, C., & de Graaff, R. (2024). Teacher subjectification as a pedagogical unavoidability. In Higher Education Brought To Life (pp. 50-51)

2023

Scholarly publications

VanderZande, E., & Bakker, C. (2023). Ultimately, Reflective Professionals Ask Existential Questions. In C. Cederberg, K. Fuglseth, & E. Vanderzande (Eds.), Exploring Practical Knowledge: Life-World Studies of Professionals in Education and Research (pp. 95-116). Brill. https://doi.org/10.1163/9789004547360_007

Bakker, C., & VanderZande, E. (2023). The Professional as an Interpreting Subject: Utrecht's concern for the Normative Nature of Professionalism and Professional Development. In C. Cederberg, K. Fuglseth, & E. Vanderzande (Eds.), Exploring Practical Knowledge: Life-World Studies of Professionals in Education and Research (pp. 43-62). Brill. https://doi.org/10.1163/9789004547360_004

Lozano Parra, S., Wansink, B., Bakker, C., & van Liere, L. (2023). Teachers stepping up their game in the face of extreme statements: A qualitative analysis of educational friction when teaching sensitive topics. Theory and Research in Social Education, 51(2), 201-232. https://doi.org/10.1080/00933104.2022.2145923

Professional publications

Bakker, C., & Tempelman - Lam, M. (2023). Passend classificeren: Inclusie vanuit een normatief perspectief. In S. Sergeant, & P. de Vries (Eds.), Perspectieven op inclusief onderwijs (pp. 47-54). Gompel & Svacina.

2022

Scholarly publications

Wessels, K., Bakker, C., Wals, A., & Lengkeek, G. (2022). Rethinking pedagogy in the face of complex societal challenges: Helpful perspectives for teaching the entangled student. Pedagogy, Culture and Society, 32(3). https://doi.org/10.1080/14681366.2022.2108125

Belgraver, E., Coppoolse, R., van Doorn, L., & Bakker, C. (2022). The personal dimension of allied health professional identity: A scoping review in health sciences literature. International Journal of Health Professions, 9(1), 39-58. https://doi.org/10.2478/ijhp-2022-0004

ter Avest, I., & Bakker, C. (2022). Islamische Bildung in den Niederlanden und Belgien. In E. Aslan (Ed.), Handbuch Islamische Religionspädagogik (pp. 1049-1068). V&R unipress.

de Bruin-Wassinkmaat, A.-M., Barnard, M., Bakker, C., & De Kock, J. (2022). "It is never good. Really, it’s just never good": A dominant theme in the life story accounts of strictly Reformed-raised emerging adults about their religious identity development. Journal of Beliefs & Values, 43(2), 123-136. https://doi.org/10.1080/13617672.2021.1920232
https://dspace.library.uu.nl/bitstream/handle/1874/438499/It_is_never_good._Really_it_s_just_never_good_a_dominant_theme_in_the_life_story_accounts_of_strictly_Reformed-raised_emerging_adults_about_their_.pdf?sequence=1

Professional publications

Bakker, C., & Coppoolse, R. (Eds.) (2022). Op zoek naar de ziel van de professional: Levensbeschouwelijke vorming in beroepsopleiding en professionalisering. Hogeschool Utrecht. https://www.hu.nl/onderzoek/publicaties/op-zoek-naar-de-ziel-van-de-professional

2021

Scholarly publications

Klamer, P., Gruis, V., & Bakker, C. (2021). The ideal type of valuer: expert, service provider or reporter? An investigation into prevailing role types in commercial valuation. Property Management, 39(2), 210-226. https://doi.org/10.1108/pm-03-2020-0019

de Bruin-Wassinkmaat, A.-M., De Kock, J., Bakker, C., & Barnard, M. (2021). Influencing Contextual Factors in the Religious Identity Development of Strict Reformed-Raised Emerging Adults in The Netherlands. Religious Education, 116(4), 383-398. https://doi.org/10.1080/00344087.2021.1939546
https://dspace.library.uu.nl/bitstream/handle/1874/412414/Influencing_Contextual_Factors_in_the_Religious_Identity_Development_of_Strict_Reformed_Raised_Emerging_Adults_in_The_Netherlands.pdf?sequence=1

ter Avest, I., Bakker, C., & Franken, L. (2021). Islamic Religious Education in the Netherlands. In L. Franken, & B. Gent (Eds.), Islamic Religious Education in Europe: A Comparative Study (1 ed., pp. 179-195). Routledge. https://doi.org/10.4324/9780429331039-11

Lozano Parra, S., Bakker, C., & van Liere, L. (2021). Framing democracy as response to neoliberalism in Dutch education. Journal of Social Science Education, 20(1), 118-134. https://doi.org/10.11576/jsse-4028

de Bruin-Wassinkmaat, A.-M., Visser-Vogel, E., De Kock, J., Barnard, M., & Bakker, C. (2021). Religious identity exploration in the life stories of strictly Reformed-raised emerging adults in the Netherlands. Journal of Youth and Theology, 20(2), 191-213. https://doi.org/10.1163/24055093-bja10012
https://dspace.library.uu.nl/bitstream/handle/1874/411914/_24055093_Journal_of_Youth_and_Theology_Religious_Identity_Exploration_in_the_Life_Stories_of_Strictly_Reformed_Raised_Emerging_Adults_in_the_Netherlands.pdf?sequence=1

de Bruin-Wassinkmaat, A.-M., de Kock, J., Visser-Vogel, E., Bakker, C., & Barnard, M. (2021). Religious identity commitments of emerging adults raised in strictly reformed contexts in the Netherlands. Journal of Beliefs & Values, 42(2), 149-162. https://doi.org/10.1080/13617672.2020.1782612
https://dspace.library.uu.nl/bitstream/handle/1874/408375/Religious_identity_commitments_of_emerging_adults_raised_in_strictly_Reformed_contexts_in_the_Netherlands.pdf?sequence=1

Professional publications

Verhoeven, F., Bordewijk, B., Venselaar, M., Oostra, M., van der Lugt, R., & Bakker, C. (2021). Levenscyclusdenken: Interne dialoog bij corporaties. Renda Magazine, 2021(nov). http://www.renda.nl/levenscyclusdenken

Mentink, R., Coppoolse, R., & Bakker, C. (2021). Gespreid leiderschap en de beliefs van de schoolleider. De Nieuwe Meso, 8(2), 42-47.
https://dspace.library.uu.nl/bitstream/handle/1874/412251/Gespreidleiderschapbeliefsdnm_2021_02_99.pdf?sequence=1

Bakker, C. (2021). Betrouwbare leraren: Over het morele karakter van professioneel handelen. Van twaalf tot achttien, 31(1/2), 32-34.

2020

Scholarly publications

ter Avest, I., Bakker, C., Ipgrave, J., Leonhard, S., & Schreiner, P. (Eds.) (2020). Facing the unknown future: Religion and Education on the Move. (Religious diversity and Education in Europe; Vol. 41). Waxmann Verlag.

Montesano Montessori, N., Lengkeek, G., & Bakker, C. (2020). Opening up Spaces for Meaningful Engagement in Educational Praxis: Outcomes and Concluding Reflections. In N. Montesano Montessori, & G. Lengkeek (Eds.), Opening up spaces for meaningful engagement in educational praxis (pp. 151-160). Eburon Academic Publishers.

Lozano Parra, S., Bakker, C., & van Liere, L. M. (2020). Practicing democracy in the playground: turning political conflict into educational friction. Journal of Curriculum Studies, 53(1), 32-46. https://doi.org/10.1080/00220272.2020.1838615

Bakker, C., & ter Avest, I. (2020). Time to Contextualise Religious Education from the Perspective of Time. In I. TerAvest, C. Bakker, J. Ipgrave, S. Leonard, & P. Schreiner (Eds.), Facing the Unknown Future: Religion and Education on the Move (pp. 7-27). (Religious Diversity and Education in Europe). Waxmann Verlag.

Mesker, P., Wassink, H., & Bakker, C. (2020). How everyday classroom experiences in an international teaching internship raise student teachers’ awareness of their subjective educational theories. Teacher Development, 24(2), 204-222. https://doi.org/10.1080/13664530.2020.1747531
https://dspace.library.uu.nl/bitstream/handle/1874/408060/How_everyday_classroom_experiences_in_an_international_teaching_internship_raise_student_teachers_awareness_of_their_subjective_educational_theories.pdf?sequence=1

Lozano Parra, S., Bakker, C., & van Liere, L. M. (2020). Understanding Democracy in Dutch Curriculum Change through a Delphi Method. Curriculum and Teaching, 35(1), 5-22. https://doi.org/10.7459/ct/35.1.02

ter Avest, K. H., & Bakker, C. (2020). Disruptive moments and normative professionalism: An exploration of the (im)possibilities of a provocative pedagogy to stimulate the development of normative professionalism. In M. Crul, L. Dick, H. Ghorashi, & A. Valenzuela (Eds.), Scholarly Engagement and Decolonisation: Views from South Africa, The Netherlands and the United States (pp. 137-160). (On higher education transformation; Vol. 1). African Sun Media. https://doi.org/10.18820/9781928314578/05

Professional publications

Bakker, C. (2020). Als persoon geboren worden in de klas. Speling : tijdschrift voor bezinning, 72(4), 36-41.

van der Zande, E., & Bakker, C. (2020). Leraar, waar sta je voor? Hogeschool Utrecht.

ter Avest, K. H., & Bakker, C. (2020). Identiteit, een gegeven en in wording. In M. Van Dijk-Groeneboer (Ed.), Handboek vakdidactiek Levensbeschouwing & Religie: Leven leren vanuit je wortels (pp. 62-79). VDLG.

2019

Scholarly publications

Klamer, P., Gruis, V., & Bakker, C. (2019). How client attachment affects information verification in commercial valuation practice. Journal of Property Investment and Finance, 37(6), 541-554. https://doi.org/10.1108/JPIF-04-2019-0059

de Bruin-Wassinkmaat, A.-M., de Kock, J., Visser-Vogel, E., Bakker, C., & Barnard, M. (2019). Being Young and Strictly Religious. A Review of the Literature on the Religious Identity Development of Strictly Religious Adolescents. Identity: An International Journal of Theory and Research, 19(1), 62-79. https://doi.org/10.1080/15283488.2019.1566067
https://dspace.library.uu.nl/bitstream/handle/1874/381777/Being_Young_and_Strictly_Religious_A_Review_of_the_Literature_on_the_Religious_Identity_Development_of_Strictly_Religious_Adolescents.pdf?sequence=1

VanderZande, E., & Bakker, C. (2019). Life Orientation as part of professional development: Moral leadership of professionals from a DST perspective. In H. Alma, & I. TerAvest (Eds.), Moral and Spiritual Leadership in an Age of Plural Moralities (pp. 172-195). (World Christianity and Interreligious Relations). Routledge.

Bakker, C., & ter Avest, I. (2019). Teacher training for religious education: Engaging academics through the dialogical self theory. Transformation in Higher Education, 4(50). https://doi.org/10.4102/the.v4i0.50

Professional publications

Klamer, P., Bakker, C., & Gruis, V. (2019). Complexiteit in taxeren: Percepties van taakcomplexiteit in de Nederlandse taxatiesector. Real Estate Research Quarterly, febr. 2019.
https://dspace.library.uu.nl/bitstream/handle/1874/381855/Complexiteit_in_taxeren.pdf?sequence=1

Bakker, C. (2019). Complexiteit en normatieve professionaliteit. In N. Montesano Montessori, M. Schipper, D. Andriessen, & K. Greven (Eds.), Bewegen in complexiteit: Voorbeelden voor onderwijs, onderzoek en praktijk (pp. 59-65). HU University of Applied Sciences. https://hbo-kennisbank.nl/details/sharekit_hu:oai:surfsharekit.nl:219e7858-c5d4-429d-96b7-078ba6456edf
https://dspace.library.uu.nl/bitstream/handle/1874/385014/HU_complexiteit2018v4web.pdf?sequence=1

Popularising publications

Bakker, C. (2019). Over levensbeschouwing op school: Hoe religie er helemaal niet en fundamenteel wel toe doet. In J. Wagemakers, & L. van Liere (Eds.), Wie is er bang voor religie?: Waarom kennis van religie belangrijk is (pp. 35-43). Parthenon.

2018

Scholarly publications

Mesker, P., Wassink, H., Akkerman, S. F., & Bakker, C. (2018). Diﬀerences that matter: Boundary experiences in student teachers’ intercultural learning. International Journal of Intercultural Relations, 64, 54-66. Article 2. https://doi.org/10.1016/j.ijintrel.2018.04.001

Klamer, P., Bakker, C., & Gruis, V. (2018). Complexity in valuation practice: An inquiry into valuers' perceptions of task complexity in the Dutch real estate market. Journal of Property Research, 35(3), 209-233. https://doi.org/10.1080/09599916.2018.1510429

Mesker, P., Wassink, H., Akkerman, S. F., & Bakker, C. (2018). Student teacher’s boundary experiences during an international teaching internship. Cogent Education, 15(8), 1-16. Article 1498577. https://doi.org/10.1080/2331186X.2018.1498577

Budak, B., Bakker, C., & ter Avest, I. (2018). Identity Development of the Two First Islamic Primary Schools in the Netherlands. In J. Berglund (Ed.), European Perspectives on Islamic Education and Public Schooling Equinox.

Mesker, P., Wassink, H., Akkerman, S. F., & Bakker, C. (2018). Differences that matter: Boundary experiences in student teachers' intercultural learning. International Journal of Intercultural Relations, Volume 64(May 2018), 54-66.

Visser-Vogel, E., De Kock, J., Bakker, C., & Barnard, M. (2018). "I have Dutch Nationality, But Others Do Not See Me as a Dutchman, of Course": Perception of and Participation in Society of Orthoprax Young Muslim Adults in the Netherlands. Journal of Muslims in Europe, (7), 94-120. https://doi.org/10.1163/22117954-12341359

Mesker, P., Wassink, H., & Bakker, C. (2018). Experiential Continuity: How newly qualified teachers' past international teaching experiences influence their current personal interpretive framework. Professional Development in Education, 44(3), 444-459. Article 1. https://doi.org/10.1080/19415257.2017.1347806
https://dspace.library.uu.nl/bitstream/handle/1874/364024/Experiential_continuity_how_newly_qualified_teachers_past_international_teaching_experiences_influence_their_current_personal_interpretative_framework.pdf?sequence=1

2017

Scholarly publications

ter Avest, I., & Bakker, C. (2017). Islamic Education in the Netherlands. In H. Daun, & R. Arjmand (Eds.), Handbook of Islamic Education Springer. https://doi.org/10.1007/978-3-319-53620-0_49-1

Klamer, P., Bakker, C., & Gruis, V. (2017). Research bias in judgement bias studies: A systematic review of valuation judgement literature. Journal of Property Research, 34(4), 285-304. https://doi.org/10.1080/09599916.2017.1379552

TerAvest, I., & Bakker, C. (2017). Place attachment and sense of place: Transformation of spaces into places children feel attached to. In M. Rothgangel, K. Brömssen, H.-G. Heimbrock, & G. Skeie (Eds.), Location, Space and Place in Religious Education (pp. 101-111). (Religious Diversity and Education in Europe). Waxmann Verlag.

TerAvest, I., & Bakker, C. (2017). Theoretical and methodological aspects of the concepts of place and space. In M. Rothgangel, K. von Brömssen, H.-G. Heimbrock, & G. Skeie (Eds.), Location, Space and Place in Religious Education (pp. 21-27). (Religious Diversity and Education in Europe). Waxmann Verlag.

VanderZande, E., & Bakker, C. (2017). A worldview dialogical approach as normative professionalisation: Taking the perspective of life orientation on worldview education. In H.-G. Heimbrock (Ed.), Taking Position: Empirical studies and theoretical reflections on Religious education and worldview (Religious Diversity and Education in Europe). Waxmann Verlag.

Bakker, C., & VanderZande, E. (2017). Normative Professionalisation of teachers as a focus of research. In H.-G. Heimbrock (Ed.), Taking Position: Empirical studies and theoretical reflections on Religious education and worldview (pp. 93-109). (Religious Diversity and Education in Europe). Waxmann Verlag.

Fluijt, D., Struyf, E., & Bakker, C. (2017). Co-Teachers als spil van verandering bij Passend Onderwijs. Tijdschrift voor Orthopedagogiek, 56(2), 89-105.

ter Avest, I., & Bakker, C. (2017). RE Rooted in Principal's Biography. Religion and Education, 44(1), 5-21. https://doi.org/10.1080/15507394.2016.1267542

ter Avest, I., & Bakker, C. (2017). From Location and (Non)place to Place Attachment and Sense of Place: An Exploration of Imagination as the Key to Transform Spaces into Places. Religion and Education, 44(3), 304-316. https://doi.org/10.1080/15507394.2016.1268039

Gertsen, R., Schaap, H., & Bakker, C. (2017). Moral authorship of novice teachers in primary education. Teachers and Teaching, 23(5), 570-582. https://doi.org/10.1080/13540602.2016.1218842

Tigchelaar, H., Meeuwesen, L., Bakker, C., & van Nijnatten, C. H. C. J. (2017). Religion and Worldview in the work of Marie Muller-Lulofs, a pioneer in Dutch social work. European Journal of Social Work, 20(2), 179-190. https://doi.org/10.1080/13691457.2016.1188780
https://dspace.library.uu.nl/bitstream/handle/1874/357198/Religion.pdf?sequence=1

Professional publications

ter Avest, K. H., & Bakker, C. (2017). Religious Education in the Netherlands. RE Today, 34(2), 56-59.

ter Avest, K. H., & Bakker, C. (2017). "Komt een moslima bij de directeur ....": Omgaan met 'de ander' in christelijk basisonderwijs 'Op Zuid'. In B. van den Berg, & A. Mulder (Eds.), Leren van betekenis: Dialogisch levensbeschouwelijk onderwijs op negen basisscholen (pp. 132-148). Marnix Academie.

Popularising publications

Bakker, C. (2017). Voorwoord. In P. de Vries (Ed.), Handboek Ouderbetrokkenheid 3.0 (pp. 1-2). CPS.

2016

Scholarly publications

Montesano Montessori, N., & Bakker, C. (2016). Final Reflections and Conclusions. In Complexity in Education: From Horror to Passion (pp. 283-293). SensePublishers.

Bakker, C., & Montesano Montessori, N. (2016). Developing a Better Understanding of Complexity in Education: An Introduction to the Various Research Projects. In C. Bakker, & N. Montesano Montessori (Eds.), Complexity in Education: From Horror to Passion (pp. 31-53). SensePublishers.

Bakker, C. (2016). Professionalization and the Quest How to Deal with Complexity. In C. Bakker, & N. Montesano Montessori (Eds.), Complexity in Education: From Horror to Passion (pp. 9-30). SensePublishers. https://doi.org/10.1007/978-94-6300-764-1_2
https://dspace.library.uu.nl/bitstream/handle/1874/370752/bakker.pdf?sequence=1

Bakker, C., & Montesano Montessori, N. (2016). Introduction. In C. Bakker, & N. Montesano Montessori (Eds.), Complexity in Education: From Horror to Passion (pp. 3-8). SensePublishers.

Bakker, C., & Montesano Montessori, N. (2016). Complexity in Education: From Horror to Passion. SensePublishers.

Bakker, C. (2016). Normatieve Professionalisering: Moedig balanceren tussen instrumentele en normatieve professionaliteit. In L. Houweling, W. de Jong, H. de Deckere, & H. Viëtor (Eds.), De staat van de pedagogiek: Analytisch, opbrengstgericht en visionair (pp. 50-63). SWP.

Fluijt, D., Bakker, C., & Struyf, E. (2016). Team-reflection: the missing link in co-teaching teams. European Journal of Special Needs Education, 31(2), 187-201. https://doi.org/10.1080/08856257.2015.1125690
https://dspace.library.uu.nl/bitstream/handle/1874/345872/missing.pdf?sequence=1

Professional publications

Bruin-Raven, A., Wassink, H., & Bakker, C. (2016). Kiezen voor persoonsvorming: Identiteitsontwikkeling van leerling en school. Phronese.

Fluijt, D., Struyf, E., & Bakker, C. (2016). Samen lesgeven: Co-teaching in de praktijk. Pelckmans.

Bakker, C. (2016). De persoon doet ertoe: Een hermeneutisch-levensbeschouwelijk perspectief op leraarschap. Narthex, 16(2), 5-12.

Bakker, C. (2016). Religieuze overtuigingen in het onderwijs: Tussen onzinnig redeneren en existentiële betekenissen. Van twaalf tot achttien, 26(april 2016), 6-9.

2015

Scholarly publications

Visser-Vogel, E., DeKock, J., Barnard, M., & Bakker, C. (2015). Sources for religious identity development of orthoprax Muslim adolescents in the Netherlands. Journal of Muslims in Europe, 4, 90-112. http://10.1163/22117954-12341304

Professional publications

Bakker, C. (2015). Onderwijs is nooit neutraal: Schoolidentiteit voorbij de verzuiling. Van twaalf tot achttien, 25(10), 6-9.

Bakker, C., & Wassink, H. (2015). Leraren en het goede leren; Normatieve professionalisering in het onderwijs. Hogeschool Utrecht.

Other output

Budak, B., ter Avest, K. H., & Bakker, C. (2015). The Power of Imagination: Dreams of Founders and Principals of the First Islamic Schools for Primary Education in the Netherlands. Disrupting, Connecting, Transforming; Imagination's power as the heart of Religious Education, Atlanta, USA, United States.

ter Avest, K. H., & Bakker, C. (2015). To place attachment and sense of place: An exploration of the role of imagination as the key to transform spaces into places children and youngsters feel attached to . Disrupting, Connecting, Transforming; Imagination's power as the heart of Religious Education, Atlanta, USA, United States.

2014

Scholarly publications

Geurts, T., ter Avest - de Jonge, I., & Bakker, C. (2014). Religious Education in the Netherlands. In M. Rothgangel, R. Jackson, & M. Jäggle (Eds.), Religious Education at Schools in Europe: Part 2: Western Europe (pp. 171-204). (Wiener Forum für Theologie und Religionswissenschaft; No. 10). V&R unipress.

Bakker, C., & ter Avest, I. (2014). Coming Out Religiously: Life Orientation in Public Schools. Religious Education, 109(4), 407-423. https://doi.org/10.1080/00344087.2014.924774

Professional publications

ter Avest, I., & Bakker, C. (2014). Onderwijzen en leren ín diversiteit. In Praktijkgericht onderzoek verbindt!: een selectie van artikelen van Inholland lectoren en hun onderzoekers, gepubliceerd in 2013 (pp. 10-20). Hogeschool Inholland.
https://dspace.library.uu.nl/bitstream/handle/1874/306470/14.pdf?sequence=1

Wassink, H., & Bakker, C. (2014). Normatieve professionalisering en de rol van de Intern Begeleider (IB-er). Beter Begeleiden.

2013

Scholarly publications

Berghuijs, J. T., Pieper, J. Z. T., & Bakker, C. (2013). Conceptions of spirituality among the Dutch population. Archiv für Religionspsychologie, 35, 369-398.

Bakker, C. (2013). Religion, Education and Citizenship Education: The Challenge of Turning Religion Upside Down. In D. Chetty (Ed.), Alternation (pp. 32-53) http://www.finance.ukzn.ac.za/docs/20.7/03%20Bak.pdf

Bakker, C., & Wassink, H. (2013). Het goede leren; Over normatieve professionalisering van leraren. In R. Kneyber, & J. Evers (Eds.), Het Alternatief (pp. 223-236). Boom Uitgevers.

Bakker, C. (2013). ‘Onze’ school; Het veranderende 'wij' in het Nederlandse onderwijs. In M. Kalsky (Ed.), Alsof ik thuis ben; Samenleven in een land vol verschillen Parthenon.

Berghuijs, J. T., Pieper, J. Z. T., & Bakker, C. (2013). New spirituality and social engagement. Journal for the Scientific Study of Religion, 52, 775-792. https://doi.org/10.1111/jssr.12062

Berghuijs, J. T., Pieper, J. Z. T., & Bakker, C. (2013). Being 'Spiritual' and Being 'Religious' in Europe: Diverging Life Orientations. Journal of Contemporary Religion, 28(1), 15-32.

Professional publications

Bakker, C. (2013). De leraar moet leren reflecteren op zijn gedrag. Tijdschrift voor Sociale Vraagstukken, 6-9-2013.

Wassink, H., & Bakker, C. (2013). Instrumentele en normatieve professionalisering. Op zoek naar balans. Meso Magazine. Tijdschrift voor schoolorganisatie en onderwijsmanagement, 191, 9-13.

de Valk, J., & Bakker, C. (2013). Culturele en levensbeschouwelijke diversiteit in de klas. In B. Berg, K. H. Avest, & T. Kopmels (Eds.), Geloof je het zelf?! Levensbeschouwelijk leren in het basisonderwijs (pp. 103-120). Coutinho.

Popularising publications

Bakker, C. (2013). De leraar moet leren reflecteren op zijn gedrag. Trouw, dig.

Other output

2012

Scholarly publications

Visser-Vogel, E., Westerink, J., de Kock, J., Barnard, M., & Bakker, C. (2012). Developing a Framework for Research on Religious Identity Development of Highly Committed Adolescents. Religious Education, 107/2, 108-121.

ter Avest, K. H., Bakker, C., Bertram-Troost, G., & Miedema, S. (2012). Hollanda sütunlaºm¹º ve post-ütunlaºm¹º e»itim sisteminde Din ve E»itim: tarihi arka plan ve güncel tart¹ºmalar. Cumhuriyet Üniversitesi ©lahiyat Fakültesi Dergisi, 16(2).

Bakker, C. (2012). The real talks; On the ambition to deconstruct and reconstruct teachers’ identity claims. In K. H. ter Avest (Ed.), On the edge: (Auto)biography and Pedagogical Theories on Religious Education. (pp. 11-22). Sense Publishers.

Bakker, C., & ter Avest, K. H. (2012). Theory and Praxis or Practical Theory. In K. H. ter Avest (Ed.), Contrasting Colours; European and African perspectives on Education in a context of diversity (pp. 219-227). Gopher.

Professional publications

Bakker, C. (2012). Levensbeschouwelijke identiteit in het openbaar onderwijs. Narthex, 12/1, 35-41.

Bakker, C. (2012). Identiteit ‘in actu’; Wat je doet is wat je gelooft. In C. Bakker, B. van den Berg, A. Broers, C. Fortuin-van der Spek, M. Kalsky, J. Roemer, & H. Wassink (Eds.), Identiteit in beweging; Essays en verhalen over schoolontwikkeling (pp. 36-41). CPS.

Bakker, C. (2012). Durven reflecteren met open einden. Over levensbeschouwing in het onderwijs. In G. van Straalen, & R. Gudde (Eds.), …. En denken; Bildung voor leraren. (pp. 214-222). ISVW.

Bakker, C., van den Berg, B., Broers, A., Fortuin-van der Spek, C., Kalsky, M., Roemer, J., & Wassink, H. (2012). Identiteit in beweging; Essays en verhalen over schoolontwikkeling. CPS.

2011

Scholarly publications

Everington, J., ter Avest-de Jonge, K. H., Bakker, C., & van der Want, A. C. (2011). European religious education teachers’ perceptions of and responses to classroom diversity and their relationship to personal and professional biographies. In R. Jackson (Ed.), Religion, Education, Dialogue and Conflict: Perspectives on Religious Education Research Routledge.

ter Avest-de Jonge, K. H., Bertram-Troost, G., Miedema, S., Bakker, C., & van der Laar, A. (2011). Geloven in verschil, in licht en tegenlicht. Handelingen : Tijdschrift voor praktische theologie, 2011(1), 56-67.

Bakker, C. (2011). Confessioneel onderwijs: religie als decor. In L. G. Jansma, & H. J. Tieleman (Eds.), Religie als theater; Homo religiosus, homo ludens (pp. 102-118). Eburon.

Everington, J., ter Avest-de Jonge, K. H., Bakker, C., & Want, A. (2011). European religious education teachers' perceptions of and responses to classroom diversity and their relationship to personal and professional biographies. British Journal of Religious Education, 33(2), 241-256.

Bakker, C. (2011). Structuurrapport Lectoraat Normatieve Professionalisering bij de Faculteit Educatie van de Hogeschool Utrecht. Hogeschool Utrecht.

Professional publications

ter Avest, K. H., & Bakker, C. (2011). Waarover we niet kunnen spreken, zwijgen?; Pleidooi voor het stimuleren van religieuze sensibiliteit en geletterdheid bij leerlingen. Narthex, 11(3), 28-34.

2010

Scholarly publications

ter Avest-de Jonge, K. H., Miedema, S., & Bakker, C. (2010). Opvoeden: waarom en waartoe? Over de onmogelijkheid van niet-normatief opvoeden. In Katholieke scholen: onderwijs kan niet zonder filosofie (pp. 8-12). KBVO.

ter Avest-de Jonge, K. H., Bakker, C., & Elings, G. (2010). Spreken wij dezelfde taal? Ouders en leerkrachten over opvoeding en onderwijs. In C. A. M. Hermans, & T. van der Zee (Eds.), Duurzaam onderwijs; Een andere kijk op Passend Onderwijs (pp. 99-116). Damon.

Bakker, C., & ter Avest-de Jonge, K. H. (2010). Self-understandings of RE-teachers in Structural Identity Consultation; Contributing to School Identity in a Multi-faith Context. In L. Gearon, M. De Souza, K. Engbertsen, & G. Durka (Eds.), International Handbook of Inter-religious Education (pp. 415-425). Springer.

2009

Scholarly publications

Bakker, C. (2009). Epilogue: Research on Teaching in the Context of Diversity. A Nomadic Journey. In J. Everington, & A. van der Want e.a. (Eds.), Teachers Responding to Religious Diversity in Europe: Researching Biography and Pedagogy. (pp. 127-132). Waxmann Verlag.

Bakker, C., & ter Avest-de Jonge, K. H. (2009). Structural Identity Consultation: Story telling as a Culture of Faith Transformation. Religious Education, 104(3), 257-271.

Bakker, C. (2009). Diversiteit in de klas: het perspectief van de docent. In K. H. ter Avest, & G. D. Bertram-Troost (Eds.), Geloven in samen-leven (pp. 42-62). Gopher.

Bakker, C. (2009). The Voice of the Teacher(s): Researching Biography and Pedagogical Strategies. In A. van der Want e.a. (Ed.), Teachers Responding to Religious Diversity in Europe: Researching Biography and Pedagogy (pp. 13-28). Waxmann Verlag.

Bakker, C. (2009). International Comparison: Commonalities and Differences of 36 Teachers Teaching Religion(s) in Europe. In J. Everington, & A. van der Want e.a. (Eds.), Teachers Responding to Religious Diversity in Europe: Researching Biography and Pedagogy (pp. 111-126). Waxmann Verlag.

Bakker, C. (2009). Encountering good practice; Teacher's construction of the school's identity. In S. Miedema (Ed.), Religious Education as Encounter; A tribute to John M. Hull (pp. 129-147). Waxmann Verlag.

Bakker, C. (2009). Religion in school: A Comparative Study of Hamburg and North Rhine Westphalia: Response to the German National Report on the REDCo-Questionnaire. In P. Valk, & C. Beraud e.a. (Eds.), Teenagers Perspectives on the Role of Religion in their Lives, Schools and Societies: A European Quantitative Study (pp. 216-220). Waxmann Verlag.

Bakker, C., Want, A., ter Avest-de Jonge, K. H., & Everington, J. (2009). Teachers Responding to Religious Diversity in Europe: Researching Biography and Pedagogy. Waxmann Verlag.

Bakker, C. (2009). Portraits of the Dutch Respondents. In J. Everington, & A. van der Want e.a. (Eds.), Teachers Responding to Religious Diversity in Europe: Researching Biography and Pedagogy (pp. 184-195). Waxmann Verlag.

Bakker, C. (2009). Then just go to the restroom. Analysis of an Incident in a Classroom Conversation on Mourning and Death. In T. Knauth, & G. Skeie e.a. (Eds.), Dialogue and Conflict on Religion; Studies of Classroom Interaction in European Countries (pp. 156-173). Waxmann Verlag.

Bakker, C. (2009). The Power of Personal Commitment: Dutch Teachers and Religious Diversity. In J. Everington, & A. van der Want e.a. (Eds.), Teachers Responding to Religious Diversity in Europe: Researching Biography and Pedagogy (pp. 81-94). Waxmann Verlag.

Bakker, C. (2009). Personal Worldviews, Dialogue and Tolerance: Students Views on Religious Education in England; Response to the English National Report. In P. Valk, & C. Bud e.a. (Eds.), Teenagers Perspectives on the Role of Religion in their Lives, Schools and Societies: A European Quantitative Study (pp. 74-78). Waxmann Verlag.

Bakker, C. (2009). Dutch pupils' Views on Religion in School and Society: Report on a Quantitative research. In P. Valk, & C. Béraud e.a. (Eds.), Teenagers' Perspectives on the Role of Religion in their Lives, Schools and Societies: A European Quantitative Study (pp. 221-260). Waxmann Verlag.

Professional publications

Bakker, C., & ter Avest-de Jonge, K. H. (2009). Werk-in-uitvoering; Samen nadenken over de identiteit van de school. NZV Uitgevers.

Bakker, C., Miedema, S., & ter Avest-de Jonge, K. H. (2009). Opvoeden: waarom en waartoe? Over de onmogelijkheid van niet-normatief opvoeden. Narthex, 9(5), 5-10.

Other output

Bakker, C. (2009). Understanding human rights through different belief systems: intercultural and interreligious education. Paper presented at Unknown event.

2008

Scholarly publications

Bakker, C., & ter Avest-de Jonge, K. H. (2008). School identity: a living document on the relationship between the biography of the principal relating to school identity. Interacções, 7, 116-140.

Bakker, C., Want, A., & ter Avest-de Jonge, K. H. (2008). Analysis on the role of teachers for an interreligious approach in two European schools (a comparison of Estonia and the Netherlands). Universiteit Hamburg.

Bakker, C. (2008). Schoolidentiteit in verhalen. In A. M. Bob Becking (Ed.), Verhaal als Identiteits-Code (pp. 8-20). Universiteit Utrecht.

ter Avest, I., Bakker, C., & Miedema, S. (2008). Different schools as narrative communities; Identity narratives in threefold. Religious Education, 103(3), 307-322.

Bakker, C., & ter Avest-de Jonge, K. H. (2008). 'Then just go to the restroom..; Analysis of an incident in a classroom conversation on mourning and death. Universiteit Hamburg.

Bakker, C. (2008). Getrennt und zusammen leben in den Niederlanden; oder: die Bedeutung des interreligiösen Lernens. In W. Weiße (Ed.), Dialogischer Religionsunterricht in Hamburg. Positionen, Analysen und Perspectiven im Kontext Europas (pp. 179-188). Waxmann Verlag.

Bakker, C. (2008). Religion in the Educational lifeworld of Students; Results of a Dutch qualitative Study. In D.-P. J. Thorsten Knauth (Ed.), Encountering Religious Pluralism in School and Society; A Qualitative Study of Teenage Perspectives in Europe (pp. 81-112). Waxmann Verlag.

Bakker, C. (2008). Religie als opvoeder. In B. L. M. de Winter Willem Koops (Ed.), Opvoeding als spiegel van de beschaving. Een moderne antropologie van de opvoeding. (pp. 230-241). SWP.

Professional publications

Bakker, C., & ter Avest-de Jonge, K. H. (2008). Opnieuw denken: de visie van Marcia op identiteitsontwikkeling. In K. Meijlink (Ed.), Reflecties op multiculturele identiteit; De kunst van het beleven en ontmoeten; Identiteitsontwikkeling in de basisschool (pp. 7-15). Marnixacademie.

Other output

Bakker, C. (2008). Research on religion. Religion on the move. Digital or Visual Products, Universiteit Hamburg.

2007

Scholarly publications

Bakker, C., ter Avest-de Jonge, K. H., & Miedema, S. (2007). Religion and Education in the Dutch pillarized and post-pillarized educational system: historical background and current debates. In Religion and Education in Europe; Developments, Contexts and Debates. (pp. 203-219). Waxmann Verlag.

Bakker, C., & Heimbrock, H.-G. (2007). RE Teachers: Reflective Practitioners and Researchers. An Introduction. In Researching RE Teachers. RE teachers as Researchers (pp. 7-14). Waxmann Verlag.

Bakker, C. (2007). Religiously affiliated schools and the biography of teachers. Panorama. International Journal of Comparative Religious Education and Values, 2007, 31-41.

Bakker, C., Heimbrock, H.-G., Jackson, R., Skeie, G., & Weiße, W. (2007). Religious Diversity and Education in Europe. Waxmann Verlag.

Bakker, C., & Miedema, S. (2007). Dimensions of School Identity Formation. Research about and with principals of Dutch elementary schools. In H.-G. Heimbrock (Ed.), Researching RE Teachers. RE teachers as Researchers (pp. 155-173)

Bakker, C., & Heimbrock, H.-G. (2007). Researching RE Teachers. RE teachers as Researchers. Waxmann Verlag.

Bakker, C. (2007). Interreligious Learning. Teachers in Tension? Teachers between 'The Formal Christian Identity of the School' and 'Religious Diversity'. In D. Pollefeyt (Ed.), Series Bibliotheca Ephemeridum Theologicarum Lovaniensium (pp. 291-308). Leuven University Press.

Bakker, C. (2007). Gevraagd: een handelingsperspectief voor de godsdienstwetenschapper. Nederlands theologisch tijdschrift, 353-360.

Professional publications

Bakker, C. (2007). Etiketten in interculureel en interreligieus levensbeschouwelijk leren. In A. V. S. Jan de Valk Bas v.d. Berg (Ed.), Geloof je het zelf?!; Levensbeschouwelijk leren in het primair onderwijs (pp. 183-196). Coutinho.

Bakker, C., Burggraaff, H., & ter Avest-de Jonge, K. H. (2007). Wat is er van ze geworden ...; Het eigen verhaal van de promovendi van Trees Andree. Feestbundel t.g.v. haar 65-ste verjaardag. eigen beheer.

Bakker, C. (2007). Ervarend leren; Leren waarderen in levensbeschouwelijk leren met kinderen. In A. V. S. Jan de Valk Bas v.d. Berg (Ed.), Geloof je het zelf?!; Levensbeschouwelijk leren in het primair onderwijs. (pp. 107-122). Coutinho.

2006

Scholarly publications

Bakker, C. (2006). 'Zo zie ik dat!'; Reflecterend ontwikkelen van levensbeschouwing. In J. F. N. Jos J. Louwe (Ed.), Zelfonderzoek met kinderen en jongeren; Een relationele methodiek. (pp. 119-132). Seminarium voor Orthopedagogiek.

ter Avest, I., Bakker, C., Bertram-Troost, G., & Miedema, S. (2006). Religion and Education in the Dutch post-pillarized educational system: historical background and current debates. In S. M. W. Weisse R. Jackson (Ed.), Religion and Education in Europe. Developments, Contexts and debates.

Bakker, C. (2006). Een christelijke identiteit vanuit het alledaagse; Over het theologiseren van de leerkacht op de christelijke school. In G. B.-T. Siebren miedema (Ed.), Levensbeschouwelijk leren samenleven. Opvoeding, Identiteit & Ontmoeting (pp. 125-140). Meinema.

Bakker, C. (2006). De zin van 'Geestelijke Stromingen'; Van encyclopedie naar authentiek gesprek. In Siebren Miedema (Ed.), Religie in het onderwijs; Zekerheden en onzekerheden van levensbeschouwelijke vorming. (pp. 167-192). Meinema.

2005

Scholarly publications

Bakker, C. (2005). Identiteit: tijd voor 'trage vragen'; Over het belang van reflectiviteit en reflexie van de leerkracht voor de identiteitsontwikkeling van de school. In Interreligieus leren op de basisschool; Perspectieven op vakontwikkeling en schoolontwikkeling (pp. 185-201). Damon.

Bakker, C. (2005). De organisatie van een structureel identiteitsberaad. In Interreligieus leren op de basisschool; Perspectieven op vakontwikkeling en schoolontwikkeling (pp. 165-183). Damon.

Bakker, C., & Pollefeyt, D. (2005). Teachers on a tense footing? Teachers between the 'formal christian identity of the school'and 'religious diversity'. In Interreligious Learning (pp. 5-16). Kath. Universiteit Leuven.

Bakker, C., & ter Avest-de Jonge, K. H. (2005). Religion: Voice of the multi-voiced self. Valuating the diversity of religious and non-religious philosophies of life as part of the multi-voiced self. Scriptura, 89, 283-292.

Bakker, C., & ter Avest-de Jonge, K. H. (2005). School ethos and its religious dimension. Scriptura, 89, 350-362.

2004

Scholarly publications

Bakker, C., & Rigg, E. (2004). De persoon van de leerkracht; Tussen christelijke schoolidentiteit en leerlingendiversiteit. Meinema.

Bakker, C. (2004). Uitdagende beroepsbeelden van leerkrachten. Over het zwalken tussen inspiratie en administratie. In B. de Kort (Ed.), Als de ogen oplichten. Verkenning van een beroepsbeeld leraar basisonderwijs. (pp. 115-129). Marnix Academie.

Bakker, C. (2004). Demasqué van het christelijk onderwijs?; Over de onzin en zin van een adjectief. (Utrechtse Theologische Reeks ed.) Theologische Faculteit Universiteit Utrecht.

2003

Scholarly publications

Bakker, C. (2003). Islams og muslimske barns posisjon i nederlandsk utdanning. In C. Bakker, K. Griffioen, B. Borresen, & P. Wiik (Eds.), Den reliogiose dimensjonen i flerkulturell undervisning: Teori og god praksis (pp. 28-34). Hogskolen i Oslo.

Bakker, C., & Griffioen, K. (2003). Nederlandsk regjeringspolitikk innen flerkulturell og flerreligios utdanning. In C. Bakker, K. Griffioen, B. Borresen, & P. Wiik (Eds.), Den religiose dimensjonen i flerkulturell undervisning: Teori og god praksis (pp. 23-27). Hogskolen i Oslo.

Bakker, C., & ten Broek, B. (2003). Hvordan et pensum i flerreligios undervisning kan se ut. In C. Bakker, K. Griffioen, B. Borresen, & P. wiik (Eds.), Den religiose dimensjonen i flerkulturell undervisning: Teori og god praksis (pp. 40-46). Hogskolen i Oslo.

Bakker, C., & ten Broek, B. (2003). Ritualer og fester og en flerreligios skolegruppe. In C. Bakker, K. Griffioen, B. Borresen, & P. Wiik (Eds.), Den religiose dimensjonen i flerkulturell undervisning: Teori og god praksis (pp. 47-51). Hogskolen i Oslo.

Bakker, C. (2003). De levensbeschouwelijke biografie van de leerkracht. In C. A. M. Hermans (Ed.), De school als gemeenschap: participerend organiseren van identiteit (pp. 101-124). (IKO reeks; Vol. 3). Damon.

Bakker, C., & Griffioen, K. (2003). 'Kultur - Religion - Undervisning' i de fire Land. Konklusjoner. In C. Bakker, K. Griffioen, B. Borresen, & P. Wiik (Eds.), Den religiose dimensjonen i flerkulturell undervisning: Teori og god praksis (pp. 124-130). Hogskolen i Oslo.

Bakker, C., & Rigg, E. (2003). De leerkracht op gespannen voet? Levensbeschouwingen en professionaliteit in biografisch perspectief. Universiteit Utrecht.

Bakker, C. (2003). Nederland som et flerkulturelt samfunn. In C. Bakker, K. Griffioen, B. Borresen, & P. Wiik (Eds.), Den religiose dimensjonen i flrekuturell undervisning: Teori og god praksis (pp. 17-22). Hogskolen i Oslo.

Bakker, C. (2003). The Keyword is Diversity: Diversity in Religious Education. In M. E. Bakanligi (Ed.), New Methodological Approaches in Religious Education (pp. 336-358). Ankara University.

Bakker, C. (2003). Din Ogretiminde Çesitlilik. In M. E. Bakanligi (Ed.), Din Ogretiminde Yeni Yöntem Arayislari (pp. 359-378). Ankara University.

Professional publications

Bakker, C., & Griffioen, K. (2003). Innledning til den religiose dimensjonen i flerkulturell undervisning. In C. Bakker, K. Griffioen, B. Borresen, & P. Wiik (Eds.), Den religiose dimensjonen i flerkulturell undervisning. Teori og god praksis (pp. 12-15). Hogskolen i Oslo.

Bakker, C. (2003). Hoezo morele en religieuze vorming? In P. Boersma, & M. Stroetinga (Eds.), Visie en inspiratie in beeld. Rapportage onderzoek docenten godsdienst / levensbeschouwing in het Voortgezet Onderwijs (pp. 88-90). Besturenraad PCO / Spirit-in-education.

Bakker, C. (2003). Hoezo morele en religieuze vorming? In P. Boersma, & M. Stroetinga (Eds.), Een prachtig vak. Onderzoek naar de inspiratie en motivatie van de docent godsdienst / levensbeschouwing in het Voortgezet Onderwijs (pp. 3-3). Besturenraad PCO / Spirit-in-education.

2002

Scholarly publications

Bakker, C., & ten Broek, B. (2002). Rituale und Feste in der multireliösen Schule. In C. Bakker, O. Beuchling, & K. Griffioen (Eds.), Kulturelle Vielfalt und Religionsunterricht. Entwicklungen und Praxis in vier europäischen Ländern (pp. 53-58). Lit Verlag.

Bakker, C. (2002). La posizione dei bambini musulmani e dell'Islam nella scuola olandese. In K. Griffioen, & G. Ferrari (Eds.), La dimensione religiosa nell'educazione interculturale. Teoria e buone pratiche in quattro Paesi europei Provincia di Modena.

Bakker, C., Anbeek, C. W., Minnema, M. C., & Menken-Bekius, C. J. (2002). Geloven in de interreligieuze dialoog. (Praktische Theologie ed.) Waanders Uitgevers.

Bakker, C., & Griffioen, K. (2002). Interkulturelles und interreligiöses Lernen in der niederländischen Bildungswesen. In C. Bakker, O. Beuchling, & K. Griffioen (Eds.), Kulturelle Vielfalt und Religionsunterricht. Entwicklungen und Praxis in vier europäischen Ländern (pp. 23-28). Lit Verlag.

Bakker, C. (2002). I Paesi Bassi come società multiculturale. In K. Griffioen, & G. Ferrari (Eds.), La dimensione religiosa nell'educazione interculturale. Teoria e buone pratiche in quattro Paesi europei (pp. 11-16). Provincia di Modena.

Bakker, C. (2002). La politica olandese per l'educazione interculturale e interreligiosa. In K. Griffioen, & G. Ferrari (Eds.), La dimensione religiosa nell'educazione interculturale. Teoria e buone pratiche in quattro Paesi europei (pp. 22-27). Provincia di Modena.

Bakker, C., Beuchling, O., & Griffioen, K. (2002). Kulturelle Vielfalt und Relionsunterricht. Entwicklungen und Praxis in vier europäischen Ländern. Lit Verlag.

Bakker, C., & ten Broek, B. (2002). Wie ein interreligiösen Curriculum aussehen kann. In C. Bakker, O. Beuchling, & K. Griffioen (Eds.), Kulturelle Vielfalt und Religionsunterricht. Entwicklungen und Praxis in vier europäischen Ländern (pp. 44-52). Lit Verlag.

Bakker, C. (2002). Zur Lage muslimischer Kinder und des Islams im niederländischen Bildungswesen. In C. Bakker, O. Beuchling, & K. Griffioen (Eds.), Kulturelle Vielfalt und Religionsunterricht. Entwicklungen und Praxis in vier europäischen Ländern (pp. 29-37). Lit Verlag.

Bakker, C. (2002). Hoe geef je vorm aan de identiteit van de school? In S. Miedema, & H. Vroom (Eds.), Alle onderwijs is bijzonder. Levensbeschouwelijke waarden in het onderwijs (pp. 97-124). Meinema.

Bakker, C., & Griffioen, K. (2002). Die Triade "Kultur-Religion-Bildung" in vier Ländern. Einige Schlussfolgerungen. In C. Bakker, O. Beuchling, & K. Griffioen (Eds.), Kulturelle Vielfalt und Religionsunterricht. Entwicklungen und Praxis in vier europäischen Ländern (pp. 152-158). Lit Verlag.

Bakker, C., & ten Broek, B. (2002). Feste e rituali in una scuola multireligiosa. In K. Griffioen, & G. Ferrari (Eds.), La dimensione religiosa nell'educazione interculturale. Teoria e buone pratiche in quattro Paesi europei (pp. 41-45). Provincia di Modena.

Bakker, C. (2002). Die Niederlande als multikulturelle Gesellschaft. In C. Bakker, O. Beuchling, & K. Griffioen (Eds.), Kulturelle Vielfalt und Religionsunterricht. Entwicklungen und Praxis in vier europäischen Ländern (pp. 14-22). Lit Verlag.

Bakker, C. (2002). Godsdiensten dialogiseren niet; mensen (eventueel) wel. Praktische theologie, 29(1), 17-26.

Bakker, C., & Griffioen, K. (2002). Il trianglolo cultura-relione-educazione in quattro paesi. Conclusioni. In K. Griffioen, & G. Ferrari (Eds.), La dimensione religiosa nell'educazione interculturale. Teoria e buone pratiche in quattro Paesi europei (pp. 119-124). Provincia di Modena.

Bakker, C., & ten Broek, B. (2002). L'educazione interreligiosa nella scuola elementare. Un esempio. In K. Griffioen, & G. Ferrari (Eds.), La dimensione religiosa nell'educazione interculturale. Teoria e buone pratiche in quattro Paesi europei (pp. 33-40). Provincia di Modena.

Professional publications

Bakker, C., & ter Avest-de Jonge, K. H. (2002). Reflecteren op levensbeschouwing. Wolters Noordhofff.

Bakker, C., & Griffioen, K. (2002). Einführung: Zur Religiösen Dimension interkultureller Bildung in vier europäischen Ländern. In C. Bakker, O. Beuchling, & K. Griffioen (Eds.), Kulturelle Vielfalt und Religionsunterricht. Entwicklungen und Praxis in vier europäschen Ländern (pp. 8-13). Lit Verlag.

Bakker, C., & Griffioen, K. (2002). Introduzione alla dimensione religiosa nell'educazione interculturale. In K. Griffioen, & G. Ferrari (Eds.), La dimensione religiosa nell'educazione interculturale. Teoria e buone pratiche in quattro Paesi europei (pp. 7-9). Provincia di Modena.

Bakker, C., & ter Avest-de Jonge, K. H. (2002). Reflecteren op levensbeschouwing. Docentenhandleiding. Wolters Noordhofff.

Bakker, C. (2002). Structureel Identiteitsberaad. "Meer dan brandjes blussen". SBM : maandblad voor schoolbestuur en management in het Christelijk onderwijs, 4, 8-10.

2001

Scholarly publications

Bakker, C., & Griffioen, K. (2001). The Netherlands as a multi-cultural society. In C. Bakker, & K. Griffioen (Eds.), Religious dimension in intercultural education. Theory and good practice (pp. 17-24). Dutch University Press.

Bakker, C., & Griffioen, K. (2001). Introduction to the religious dimension in intercultural education. In C. Bakker, & K. Griffioen (Eds.), Religious dimension in intercultural education. Theory and good practice (pp. 9-13). Dutch University Press.

Bakker, C., & Griffioen, K. (2001). Religious dimension in intercultural education. Theory and good practice. Dutch University Press.

Bakker, C. (2001). School as a Place of Diversity. In H. Heimbrock, C. Scheilke, & P. Schreiner (Eds.), Towards Religious Competence. Diversity as a Challenge for Education in Europe (pp. 203-221). LIT Verlag/Transaction Publishers.

Bakker, C., & Griffioen, K. (2001). The triangle 'culture-religion-education' in four countries: conclusions. In C. Bakker, & K. Griffioen (Eds.), Religious dimension in intercultural education. Theory and good practice (pp. 153-162). Dutch University Press.

Bakker, C. (2001). Konzeptionen interreligiösen und interkulturellen Lernens in den Niederlanden. In F. Rickers, & D. Siedler (Eds.), Interreligiöses Lernen in den Niederlanden. Ein Beitrag zur Vergleichenden Religionspädagogik (pp. 27-47). Alektor Verlag.

Bakker, C., & ten Broek, B. (2001). Rituals and feasts and a multifaith school population. In C. Bakker, & K. Griffioen (Eds.), Religious dimension in intercultural education. Theory and good practice (pp. 53-58). Dutch University Press.

van Asselt, W. J., Bakker, C., Dijkstra, M., & de Vries, O. H. (2001). Wat is Theologie? Orientatie op een discipline. Meinema.

Bakker, C., & Griffioen, K. (2001). Dutch government policy towards intercultural and interreligious education. In C. Bakker, & K. Griffioen (Eds.), Religious dimension in intercultural education. Theory and good practice (pp. 25-30). Dutch University Press.

Bakker, C., & ten Broek, B. (2001). What a curriculum for interfaith education could look like. In C. Bakker, & K. Griffioen (Eds.), Religious dimension in intercultural education. Theory and good practice (pp. 45-52). Dutch University Press.

Bakker, C., van Asselt, W. J., Dijkstra, M., & de Vries, O. H. (2001). Wat is theologie? Meinema.

Bakker, C., & Maas, J. J. C. (2001). Leren in de moderniteit: een actief proces. Van overdragen naar het verwerven van de (eigen) religieuze horizon. In S. Hellemans, R. Kloppenborg, & H. Tieleman (Eds.), De moderniteit van religie (pp. 73-96). (Utrechtse Studiën; No. 1). Meinema.

Bakker, C. (2001). Position of Muslim children and Islam in Dutch education. In C. Bakker, & K. Griffioen (Eds.), Religious dimension in intercultural education. Theory and good practice (pp. 31-38). Dutch University Press.

Professional publications

Bakker, C. (2001). Sociaal-Wetenschappelijke Vakken. In W. J. Asselt, C. Bakker, M. Dijkstra, & O. de Vries (Eds.), Wat is theologie? Oriëntatie op een discipline (pp. 105-122). Meinema.

Bakker, C. (2001). Niederlande. In N. Mette, & F. Rickers (Eds.), Lexikon der Religionspädagogik (pp. 1415-1419). Neukerckener.

Bakker, C. (2001). Langeveld. In N. Mette, & F. Rickers (Eds.), Lexikon der Religionspädagogik (pp. 1153-1154). Neukerckener.

Bakker, C. (2001). Interreligieus leren: een kritische beschouwing. Voorwerk, 16(5).

2000

Scholarly publications

Bouvy, M. L., Eekhof, J. A., Bakker, C. J., Krijger-Dijkema, A. M., & Kwint, H. F. (2000). Acute en chronische lage rugpiin: resultaten van systematische reviews. Nederlands Tijdschrift voor Geneeskunde, 144(47), 2283-2284.

Koel, G., Van Tulder, M. W., Bouvy, M. L., Eekhof, J. A. H., Bakker, C. J. W., Krijger-Dijkema, A. M., Kwint, H. F., & Van Tulder, M. W. (2000). Acute en chronische lage rugpijn: Resultaten van systematische reviews. Nederlands Tijdschrift voor Geneeskunde, 144(47), 2282-2284.

1999

Scholarly publications

Blom-Veenman, J. N., Bakker, C., Smeets, H. M. A. G., Snel, E., Veld, T., & Vollebergh, W. A. M. (1999). Maatschappelijke tweedeling & sociale cohesie. Toekomstperspectief voor jeugd. Koninklijke Van Gorcum.