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

ABSTRACT

Pupils’ attribution of significance to sensitive ‘heritage’ of slavery may differ, particularly in multicultural classrooms. Little is known about the ways in which pupils establish a relationship with the present when discussing the significance of heritage of slavery. Starting from theories of historical significance and identity, these attributions and the interplay with the pupils’ identities were examined at a Dutch secondary school using questionnaires and interviews. Pupils primarily used two arguments: significance for a specific identity or group; and slavery as a historical example of inequality. The interplay with their identity was ambiguous.

Keywords:

• significance
• identity
• sensitive heritage of slavery
• history education
• multicultural classrooms

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Acknowledgements

This research was funded by the Netherlands Organisation for Scientific Research (NOW) and supported by the Netherlands Institute for Heritage (Erfgoed Nederland) and the Netherlands Expertise Centre for Arts and Cultural Education (LKCA). The authors want to thank Pauline Harmsen for her assistance during the study.