How conflicting perspectives lead a history teacher to epistemic, epistemological, moral and temporal switching: a case study of teaching about the holocaust in the Netherlands

Wansink, B., Akkerman, S. and Kennedy, B. L. (2021) How conflicting perspectives lead a history teacher to epistemic, epistemological, moral and temporal switching: a case study of teaching about the holocaust in the Netherlands. Intercultural Education, 32(4), pp. 430-445. (doi: 10.1080/14675986.2021.1889986)

Abstract

This case study reports on a history teacher in a multicultural classroom in the Netherlands who is confronted with stu- dents’ conflicting perspectives on a sensitive topic, namely the Holocaust. We have used Dialogical Self Theory in com- bination with the historical multiperspectivity framework to make sense of the teacher’s considerations and instructional responses. Informed by interactions between three inner- voices (i.e. history teacher, caring teacher, and political citi- zen) and two inner-other voices (i.e. Jews as victims and ‘the resistant boys’), the teacher switches from a temporal focus on the past to a temporal focus on the present. The episte- mic, epistemological, and moral consequences of this tem- poral switching are discussed.

• Item Type: Articles
• Status: Published
• Refereed: Yes
• Glasgow Author(s) Enlighten ID: Kennedy, Professor Brianna L.
• Authors: Wansink, B., Akkerman, S., and Kennedy, B. L.
• College/School: College of Social Sciences > School of Education > Pedagogy, Praxis & Faith
• Journal Name: Intercultural Education
• Publisher: Taylor and Francis
• ISSN: 1467-5986
• ISSN (Online): 1469-8439
• Published Online: 11 March 2021
• Copyright Holders: Copyright © 2021 The Authors
• First Published: First published in Intercultural Education 32(4):430-445
• Publisher Policy: Reproduced under a Creative Commons License