Preparing to Teach a Slavery Past: History Teachers and Educators as Navigators of Historical Distance

Klein, Stephan

doi:10.1080/00933104.2016.1213677

Cited by 32 publications

(23 citation statements)

References 51 publications

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“…The teachers were requested to design a lesson from a multiperspectivity approach to history teaching on three given topics (i.e., the Dutch Revolt, 1 Slavery, 2 and the Holocaust 3 ). We deliberately chose topics that varied in moral sensitivity and distance in time (Klein, 2017), but gave no further directions for, or restrictions to, which historical objects or subject perspectives teachers should address. The choice of topics was based on a previous study in which we asked history teachers in the Netherlands to list topics they found applicable for teaching multiperspectivity (Wansink et al, 2016b).…”

Section: Design Procedure Instruments and Data Collectionmentioning

confidence: 99%

“…The Netherlands abolished slavery in 1863 (Oostindie, 2009). Although the transatlantic slave trade has gradually been accepted as a significant topic in Dutch history, the public discussions about the Dutch involvement in slavery can be emotional and morally judgmental (Klein, 2017). 520 Wansink et al…”

Section: Notesmentioning

confidence: 99%

“…Although multiperspectivity is increasingly emphasized as a desideratum, research has shown that many history teachers struggle with addressing multiple coexisting perspectives. To teach in this way, teachers need a sophisticated epistemic understanding of the nature of history as well as pedagogical expertise on how to achieve such understanding among students (Barton & Levstik, 2003;James, 2008;Klein, 2010Klein, , 2017Martell, 2013;Wansink, Akkerman, & Wubbels, 2016a). Despite the growing plea for multiperspectivity in history education, an operationalization of multiperspectivity still appears to be missing.…”

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confidence: 99%

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Where Does Teaching Multiperspectivity in History Education Begin and End? An Analysis of the Uses of Temporality

Wansink

Akkerman

Zuiker

et al. 2018

Theory & Research in Social Education

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This study reports five Dutch expert history teachers' approaches to multiperspectivity in lessons on three topics varying in moral sensitivity (i.e., the Dutch Revolt, Slavery, and the Holocaust) and their underlying considerations for addressing subjects' perspectives in different temporal layers. The lessons were observed and videorecorded, and the teachers were interviewed. Lessons were analyzed using a theoretical framework in which three different temporal layers of perspectives were distinguished, each with its own educational function. Teachers addressed multiple temporal layers and functions of multiperspectivity in almost all of their lessons. However, teachers' focus on temporal layers and function differed between lessons. Four categories of considerations for or against introducing specific subjects' perspectives were found: functional, moral, pedagogical, and practical. Moreover, teachers engaged in "normative balancing," meaning that not all perspectives were perceived as equally valid or politically desirable, showing where multiperspectivity ends.

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Section: Design Procedure Instruments and Data Collectionmentioning

confidence: 99%

Section: Notesmentioning

confidence: 99%

mentioning

confidence: 99%

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Where Does Teaching Multiperspectivity in History Education Begin and End? An Analysis of the Uses of Temporality

Wansink

Akkerman

Zuiker

et al. 2018

Theory & Research in Social Education

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“…It is possible, however, to produce textbooks that can bring moral dimension to the agenda (Morgan, 2010). Besides slavery being a problem that continues to be relevant as mentioned above, it is also possible to make connections to the different problems of today, such as discrimination or racism (Klein, 2017).…”

Section: Moral Issuesmentioning

confidence: 99%

An Example of Distortion in Turkish Social Studies and History Textbooks: Slavery

Avaroğullari

2018

WJE

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This study focuses on how issues of slavery are discussed in the social studies and history textbooks in Turkey. A total of 16 textbooks were examined. 7 of these books were published by the Ministry of National Education and others by various private publishers. A qualitative research design is adopted and the data were classified according to the themes that emerged during the process of the researchers' familiarity with the subject. The findings show that slavery issues are either distorted or omitted in textbooks. The first one of the distortions and omissions in the textbooks is that slavery is reflected as if it were only experienced in western societies. Secondly, the textbooks present an image that Islam banned slavery and hence, it is implied that slavery did not take place in Turkish history. Another distortion or deficiency is the presentation of slavery as a problem of distant past. Finally, slavery is presented as a situation only black people were subjected. The findings required a two-way discussion. Therefore, firstly, identity issues are discussed within the framework of social identity theory. Finally, suggestions were made on what to do in these and similar situations in the textbooks.

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“…It is known that high status and majority groups have an interest in denying the existence of inter-group conflict while low status and minority groups have an interest in emphasising the existence of conflict. Similarly, teacher perception and (re)presentation of potentially sensitive issues may depend on their own and their pupils' position in the society (Kello 2016;Klein 2017). Critical engagement with the past may threaten group esteem, arousing aversive emotions such as collective guilt and shame, which may lead to evasion or rejection of 'difficult knowledge'.…”

Section: Introductionmentioning

confidence: 99%

Sensitivities in history teaching across Europe and Israel

Savenije

Brauch²,

Wagner

2019

Pedagogy, Culture & Society

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Teachers of history will sooner or later encounter issues that are met with disbelief, protest, or feelings of discomfort by the pupils. This special issue aims to contribute to the field of research into teaching sensitive and controversial issues in history by integrating historical, educational and socio-psychological perspectives and theories. Using qualitative and quantitative methods, an interdisciplinary group of scholars studied history teachers' perceptions regarding sensitive issues in their teaching in their respective countriesand Serbia. Through cross-country analysis and in depth study of specific cases, it provides insights into the particular issues that are considered sensitive and the many factors at play, such as the individual teacher (his/her skills, knowledge, beliefs and identity conception), the local classroom composition, the national curriculum and national policies.

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Preparing to Teach a Slavery Past: History Teachers and Educators as Navigators of Historical Distance

Cited by 32 publications

References 51 publications

Where Does Teaching Multiperspectivity in History Education Begin and End? An Analysis of the Uses of Temporality

Where Does Teaching Multiperspectivity in History Education Begin and End? An Analysis of the Uses of Temporality

An Example of Distortion in Turkish Social Studies and History Textbooks: Slavery

Sensitivities in history teaching across Europe and Israel

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