High school students’ views on history

Grever, María; Pelzer, Ben; Haydn, Terry

doi:10.1080/00220272.2010.542832

Cited by 41 publications

(29 citation statements)

References 23 publications

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“…Earlier research noted that Dutch pupils of Caribbean background were significantly more proud of and felt more connected to their family history than native Dutch pupils (Grever et al, 2011). The results of our questionnaire also revealed that the pupils of Surinamese and Antillean background scored significantly higher on the item regarding the importance of heritage of slavery for their family than the pupils of other backgrounds.…”

Section: Conclusion and Discussionsupporting

confidence: 69%

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Sensitive ‘Heritage’ of Slavery in a Multicultural Classroom: Pupils’ Ideas Regarding Significance

Savenije

Boxtel

Grever

2014

British Journal of Educational Studies

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Sensitive 'heritage' of slavery in a multicultural classroom: pupils' ideas regarding significance Savenije, G.M.; van Boxtel, C.A.M.; Grever, M. General rightsIt is not permitted to download or to forward/distribute the text or part of it without the consent of the author(s) and/or copyright holder(s), other than for strictly personal, individual use, unless the work is under an open content license (like Creative Commons). Disclaimer/Complaints regulationsIf you believe that digital publication of certain material infringes any of your rights or (privacy) interests, please let the Library know, stating your reasons. In case of a legitimate complaint, the Library will make the material inaccessible and/or remove it from the website. Please Ask the Library: http://uba.uva.nl/en/contact, or a letter to: Library of the University of Amsterdam, Secretariat, Singel 425, 1012 WP Amsterdam, The Netherlands. You will be contacted as soon as possible.

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Section: Conclusion and Discussionsupporting

confidence: 69%

“…It is possible that certain pupils of Surinamese or Antillean descent have already heard about slavery at home or in their community or show more interest in it than others (Grever, Pelzer, & Haydn, 2011). For many other pupils, learning about slavery in school will be their first introduction to the topic.…”

Section: Introductionmentioning

confidence: 99%

Sensitive ‘Heritage’ of Slavery in a Multicultural Classroom: Pupils’ Ideas Regarding Significance

Savenije

Boxtel

Grever

2014

British Journal of Educational Studies

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“…The static, fixed and exclusionary interpretation of national identity and the (political) uses of history in national identity construction have been evaluated negatively several times over (Grever, Haydn, & Ribbens, 2008;Grever, Pelzer, & Haydn, 2011;Ribbens, 2007). History may be readily used as a means to make claims in the struggles over national history and identity.…”

Section: Modernization and History Education In The Maghrebmentioning

confidence: 99%

National Narratives and the Invention of Ethnic Identities: Revisiting Cultural Memory and the Decolonized State in Morocco

Karrouche

2017

Palgrave Handbook of Research in Historical Culture and Education

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“…Researchers emphasize that students in urban classrooms tell a wide variety of stories about the past and have various understandings of its historical significance (Barton & McCully, 2005;Epstein, 2000;Peck, 2010;Savenije et al, 2014;Seixas, 1993). Students' understandings of the significance of a particular history are shaped by their cultural, ethnic, religious, social or political backgrounds, their individual identities, and their age and stage of development (Barton & McCully, 2005;Epstein, 1998;Grever, Pelzer & Haydn, 2011;Peck, 2010). Lévesque (2005) emphasized that class, ethnicity, culture and language highly influence students' conceptions of the significance of history and of certain historical issues.…”

Section: Students' Identity and Their Understandings Of Significancementioning

confidence: 99%

Learning About Sensitive History: “Heritage” of Slavery as a Resource

Savenije

Boxtel

Grever

2014

Theory & Research in Social Education

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The history and heritage of slavery and the transatlantic slave trade are sensitive topics in the Netherlands. Little is known about the ways in which students attribute significance to what is presented as heritage, particularly sensitive heritage. Using theories on historical significance, we explored how students attributed significance to the history of slavery and its remnants while engaged in a heritage project that presented this history and these remnants as Dutch heritage. Using questionnaires, interviews, group interaction and observations, we researched 55 students at a Dutch junior high school who visited a slavery museum and the National Slavery Monument. The visit reinforced the students' ideas that it was important to preserve the historical remnants of slavery, primarily to remember that freedom and equality have not always existed and because these remnants are important to the descendants of enslaved people. Although the students gained insight into the ways in which significance is attributed to the history of slavery, they did not come to understand the lack of awareness regarding slavery in Dutch society. Although the visit stimulated critical reflection on the interplay between understandings of significance and identity, many students linked the heritage of slavery directly to a black ethnic identity.

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High school students’ views on history

Cited by 41 publications

References 23 publications

Sensitive ‘Heritage’ of Slavery in a Multicultural Classroom: Pupils’ Ideas Regarding Significance

Sensitive ‘Heritage’ of Slavery in a Multicultural Classroom: Pupils’ Ideas Regarding Significance

National Narratives and the Invention of Ethnic Identities: Revisiting Cultural Memory and the Decolonized State in Morocco

Learning About Sensitive History: “Heritage” of Slavery as a Resource

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