Citizenship education in postcolonial settings: An exploratory study in the Caribbean Netherlands

Schools in the Netherlands, including those in the Caribbean Netherlands (Bonaire, St. Eustatius, and Saba), are required to incorporate citizenship education into their curricula. These islands, which became special municipalities of the Netherlands in 2010, present unique challenges in implementing citizenship education within postcolonial contexts. This study explores how citizenship education can be adapted to align with the local living environment, opportunities, and perspectives of Caribbean students, while promoting social justice. Using a qualitative approach, 17 semi-structured interviews were conducted with teachers, school leaders, and policymakers. Thematic analysis revealed that citizenship education in the Caribbean Netherlands is not yet systematically integrated into curricula or learning goals. Instead, related themes are compartmentalised within subjects like history and social studies, often following Dutch guidelines. Many participants found the concept of ‘citizenship education’ unfamiliar. The current focus is on fostering societal and civic knowledge, yet there is a clear need for more structured guidelines and support to implement citizenship education effectively. Additionally, the findings highlight the importance of developing a context-specific vision for citizenship education that reflects the unique postcolonial setting of these islands, ensuring it resonates with the lived experiences and aspirations of Caribbean students.