My scholarly work

Upcoming thesis defence on the 16th of October, 2026 entitled: Learning as a Lifelong, Self-Directed Process: A Retrospective Qualitative Study of Motivation and Development Among Adult Graduates of
Sudbury-Model Schools, Open Universiteit, Heerlen.

Hartkamp-Bakker, C., & Martens, R. (2024). True choice and taking ownership of life: A qualitative study into self-determination in Sudbury model schools. On the Horizon: The International Journal of Learning Futures, 32(2–3), 130–144. https://doi.org/10.1108/OTH-03-2024-0008 Download here

Hartkamp-Bakker, C., & Bradford, M. R. (2024). Guest editorial: Reimagined ways of knowing, being and doing: understanding the value of a self-directed educational context. On the Horizon: The International Journal of Learning Futures, 32(2–3), 49–55. https://doi.org/10.1108/OTH-10-2024-127 Download here

Hartkamp-Bakker, C., & Martens, R. (2026) A culture of non-judgment: Former students’ perspectives on the Sudbury model schools’ justice system, culture, and relatedness. Critical Education, 17(2), 123–155. https://doi.org/10.14288/ce.v17i2.187243 Soon online available

Hartkamp-Bakker, C. & Martens, R. L., Autonomy, Participation, and Lifelong Learning: Graduates’ Reflections from Sudbury Schools. Journal of Experiential Education 0(0). 24 p. https://doi.org/10.1177/10538259261425579 Download hier

Hartkamp-Bakker, C. & Martens, R. L., (Submitted) Autonomy-Rich Schooling and Lifelong Self-Determination: Narratives of Reflective Agency in Sudbury School Graduates. 

Martens, R., & Hartkamp-Bakker, C., (Submitted) How strongly do the concepts of play and
intrinsic motivation overlap? A narrative review.

Hartkamp-Bakker, C. (2024). Een pedagogie van vertrouwen. Visie op leren en ontwikkelen op Sudbury School Amersfoort (1st ed.). The Quantum Company.

Hartkamp-Bakker, C. A. (2013). Sudbury schools and democratic education in Knowmad Society. In J. W. Moravec (Ed.), Knowmad Society (pp. 129–162). https://doi.org/10.1108/10748121311322978

Hartkamp-Bakker, C. A. (2009). De Kampanje, Sudbury Valley School in Nederland (1st ed.). Cyclus-Garant.

Hartkamp-Bakker, C., & Martens, R. (2026). Basic psychological need satisfaction and long-term developmental pathways: Graduates’ reflections from Sudbury-model schools. [Conference presentation]. 9th International Self-Determination Theory Conference, Geneva, Switzerland. 

Hartkamp-Bakker, C. (2019). Hey! Teacher! Leave us kids alone! Relatedness and Autonomy-support in the context of Self-Directed Education. [Poster presentation]. 7th Self-Determination Theory Conference, Egmond aan Zee, The Netherlands.

Hartkamp-Bakker, C. (2014). Matching schools to the Knowmad society. [Invited lecture and expert roundtable participant]. Annual MDE/MASA Back to School Conference, Minneapolis, U.S.A.

Peer Reviewer, On the Horizon: The International Journal of Learning Futures

Hartkamp-Bakker, C. A. (1993). Permeability heterogeneity in cross-bedded sandstones: Impact on water/oil displacement in fluvial reservoirs (Doctoral dissertation, Delft University of Technology). Krips Repro. https://repository.tudelft.nl/islandora/object/uuid:be8ffa8f-5b66-4c46-932b-56d3eab5823e

Hartkamp, C. A., Arribas, J., & Tortosa, A. (1993). Grain size, composition, porosity and permeability contrasts within cross-bedded sandstones in Tertiary fluvial deposits, central Spain. Sedimentology, 40(4). https://doi.org/10.1111/j.1365-3091.1993.tb01360.x

Hartkamp-Bakker, C. A. (1991). Capillary Oil Entrapment in Crossbedded Sedimentary Structures of Fluvial Sandstone Reservoirs. Proceedings of the SPE Annual Technical Conference and Exhibition, 959–970. https://doi.org/10.2118/22761-MS

Hartkamp-Bakker, C. A., & Donselaar, M. E. (1992). Permeability Patterns in Point Bar Deposits: Tertiary Loranca Basin, Central Spain. In S. S. Flint & I. D. Bryant (Eds.), The Geological Modelling of Hydrocarbon Reservoirs and Outcrop Analogues (pp. 157–168). John Wiley & Sons, Ltd. https://doi.org/10.1002/9781444303957.ch9