1,772
Views
20
CrossRef citations to date
0
Altmetric
Features

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

, &

REFERENCES

  • Barton, K. C. (2007, September). History education and civic participation: Can studying the past promote the common good? Paper presented at the New Zealand Social Sciences Conference (SocCon), Auckland, New Zealand.
  • Barton, K. C., & Levstik, L. S. (2008). “It wasn’t a good part of history”: National identity and students’ explanations of historical significance. In L. S. Levstik & K. C. Barton ( Eds.), Researching history education ( pp. 240 –272). New York, NY: Routledge.
  • Barton, K. C., & McCully, A. (2005). History, identity and the school curriculum in Northern Ireland: An emperical study of secondary students’ ideas and perspectives. Journal of Curriculum Studies, 37(1), 85 –116.
  • Barton, K. C., & McCully, A. (2012). Trying to “see things differently”: Northern Ireland students’ struggle to understand alternative historical perspectives. Theory & Research in Social Education, 40, 371 –408.
  • Central Statistical Office. (n.d.). Table ‘Bevolking; ontwikkeling in gemeenten met 100 000 of meer inwoners’ [Population: Development in municipalities with 100,000 or more residents]. Retrieved from http://statline.cbs.nl/StatWeb/publication/?DM=SLNL&PA=70748ned&D1=3-24,43-64&D2=0&D3=0&D4=3&D5=0,7-11&HDR=T,G2,G1&STB=G3,G4&VW=T
  • Cercadillo, L. (2001). Significance in history: Students’ ideas in England and Spain. In A. Dickinson, P. Gordon, & P. Lee ( Eds.), Raising standards in history education ( pp. 116 –145). London, England: Woburn.
  • Cercadillo, L. (2006). ‘Maybe they haven’t decided what is right yet’: English and Spanish perspectives on teaching historical significance. Teaching History, (125), 6 –9.
  • Chaos at the unveiling of the slavery monument. (2002, July 2). De Volkskrant. Retrieved from http://www.volkskrant.nl/dossier-archief/chaos-bij-onthulling-slavernijmonument~a631657/
  • Confino, A. (1997). Collective memory and cultural history: Problems of method. American Historical Review, 102, 1386 –1403.
  • Davies, I. ( Ed.). (2000). Teaching the Holocaust: Educational dimensions, principles and practice. London, England: Continuum.
  • Davis, E. (2005). How students understand the past: From theory to practice. Walnut Creek, CA: AltaMira.
  • Davis, Jr., O. L., Yeager, E. A., & Foster, S. J. ( Eds.). (2001). Historical empathy and perspective taking in the social studies. Lanham, MD: Rowman & Littlefield.
  • De Bruijn, P. (2014). Bridges to the past: Historical distance and multiperspectivity in English and Dutch heritage educational resources. (Unpublished doctoral dissertation). Erasmus University Rotterdam, Rotterdam, The Netherlands.
  • De Troyer, V., & Vermeersch, J. ( Eds.). (2005). Hereduc: Erfgoed in de klas: Een handboek voor leerkrachten [Hereduc: Heritage in the classroom: A handbook for teachers]. Antwerpen, Belgium/Apeldoorn, The Netherlands: Garant/Hereduc.
  • Dyer, M. ( Ed.). (1986). Heritage education handbook. Fleet, England: Heritage Education Trust.
  • Eder, D., & Fingerson, L. (2002). Interviewing children and adolescents. In J. F. Gubrium & J. A. Holstein ( Eds.), Handbook of interview research ( pp. 181 –203). Thousand Oaks, CA: Sage.
  • Emmer, P. C. (2012, July 5). Slave trade wasn’t that profitable. De Volkskrant. Retrieved from http://www.volkskrant.nl/opinie/zo-winstgevend-was-slavenhandel-niet~a3282139/
  • Epstein, T. (2000). Adolescents’ perspectives on racial diversity in U.S. history: Case studies from an urban classroom. American Educational Research Journal, 37, 185 –214.
  • Epstein, T. (2006). The effects of family/community and school discourses on children’s and adolescents’ interpretations of United States history. International Journal of Historical Learning, Teaching and Research, 6, 1 –9.
  • Garbarino, J. (1989). What children tell us: Eliciting, interpreting and evaluating information from children. San Francisco, CA: Jossey-Bass.
  • Gehlbach, H. (2004). A new perspective on perspective taking: A multidimensional approach to conceptualizing an aptitude. Educational Psychology Review, 16, 207 –234.
  • Goldberg, T. (2013). “It’s in my veins”: Identity and disciplinary practice in students’ discussions of a historical issue. Theory & Research in Social Education, 41, 33 –64.
  • Goldberg, T., Porat, D., & Schwarz, B. B. (2006). “Here started the rift we see today”: Student and textbook narratives between official and counter memory. Narrative Inquiry, 16, 319 –347.
  • Goldberg, T., Schwarz, B. B., & Porat, D. (2008). Living and dormant collective memories as contexts of history learning. Learning and Instruction, 18, 223 –237.
  • Gosselin, V. (2011). Open to interpretation: Mobilizing historical thinking in the museum (Doctoral dissertation). University of British Columbia, Vancouver, Canada. Retrieved from http://hdl.handle.net/2429/39863
  • Grever, M. (2013). Paradoxes of proximity and distance in heritage education. In J. Hodel, M. Waldis, & B. Ziegler ( Eds.), Forschungswerkstatt Geschichtsdidaktik 12: Beiträge zur Tagung “Geschichtsdidaktik Empirisch 12” [Research Workshop History Didactics 12: Contributions to the conference “History Didactics Emperically 12”] ( pp. 192 –203). Bern, Switserland: HEP der Bildungsverlag.
  • Grever, M., De Bruijn, P., & Van Boxtel, C. (2012). Negotiating historical distance: Or, how to deal with the past as a foreign country in heritage education. Paedagogica Historica: International Journal of the History of Education, 48, 873 –887.
  • Grever, M., Pelzer, B., & Haydn, T. (2011). High school students’ views on history. Journal of Curriculum Studies, 43, 207 –229.
  • Hamer, J. (2005). History teaching and heritage education. Two sides of the same coin, or different currencies? In J. Littler & R. Naidoo ( Eds.), The politics of heritage ( pp. 159 –168). New York, NY: Routledge.
  • Hartmann, U., & Hasselhorn, M. (2008). Historical perspective taking: A standardized measure for an aspect of students’ historical thinking. Learning and Individual Differences, 18, 264 –270.
  • Hewison, R. (1987). The heritage industry: Britain in a climate of decline. London, England: Methuen.
  • Historical Association. (2007). T.E.A.C.H.: Teaching emotive and controversial history 3–19: A report from the historical association on the challenges and opportunities for teaching emotive and controversial history 3 –19. London, England: The Historical Association.
  • Hunter, K. (1993). Heritage education: What is going on out there? CRM, 16(2), 6 –7.
  • Jones, G. (2012). De slavernij is onze geschiedenis (niet): Over de discursieve strijd om de betekenis van de NTR-televisieserie De slavernij [Slavery is (not) our history: On the public debate and divergent meanings of the NTR television series Slavery]. BMGN—Low Countries Historical Review, 127(4), 56 –82.
  • Jonker, E. (2012). Reflections on history education: Easy and difficult histories. Journal of Educational Media, Memory, and Society, 4(1), 95 –110.
  • King, J. T. (2009). Teaching and learning about controversial issues: Lessons from Northern Ireland. Theory & Research in Social Education, 37, 215 –246.
  • Knutson, K. (2012). Teaching difficult topics: The example of the Algerian war. L2 Journal, 4(1), 83 –101.
  • Lambert, C. (1996). Heritage education in the postmodern curriculum (Master’s thesis). University of Pennsylvania, Philadelphia. Retrieved from http://repository.upenn.edu/cgi/viewcontent.cgi?article=1357&context=hp_theses
  • Lévesque, S. (2005). Teaching second-order concepts in Canadian history: The importance of ‘historical significance’. Canadian Social Studies, 39(2), 1 –10.
  • Lévesque, S. (2008). Thinking historically: Educating students the twenty-first century. Toronto, ON, Canada: University of Toronto Press.
  • Littler, J. (2005). Introduction. In J. Littler & R. Naidoo ( Eds.), The politics of heritage ( pp. 1 –19). New York, NY: Routledge.
  • Littler, J., & Naidoo, R. (2005). The politics of heritage. The legacies of ‘race’. New York, NY: Routledge.
  • Loewen, J. W. (2010). Teaching what really happened: How to avoid the tyranny of textbooks & get students excited about doing history. New York, NY: Teachers College Press.
  • Lowenthal, D. (1998). The heritage crusade and the spoils of history. Cambridge, England: Cambridge University Press.
  • Marcus, A. S., & Levine, T. (2011). Knight at the museum: Learning history with museums. The Social Studies, 102, 104 –109.
  • Marcus, A. S., Stoddard, J. D., & Woodward, W. W. (2012). Teaching history with museums: Strategies for K–12 social studies. New York, NY: Routledge.
  • McCully, A., Pilgrim, N., Sutherland, A., & McMinn, T. (2002). ‘Don’t worry, Mr Trimble. We can handle it’: Balancing the rational and the emotional in the teaching of contentious topics ’. Teaching History, 106, 6 –12.
  • McRainey, D. L. (2010). A sense of the past. In D. L. McRainey & J. Russick ( Eds.), Connecting kids to history with museum exhibitions ( pp. 155 –172). Walnut Creek, CA: Left Coast.
  • Oostindie, G. (2009). Public memories of the Atlantic slave trade and slavery in contemporary Europe. European Review, 17, 611 –626.
  • Patrick, J., & National Trust for Historic Preservation in the United States. (1992). Heritage education in the school curriculum: Defining and avoiding the pitfalls. Washington, DC: National Trust for Historic Preservation.
  • Peck, C. L. (2010). “It’s not like I’m Chinese and Canadian. I’m in between”: Ethnicity and students’ conceptions of historical significance. Theory & Research in Social Education, 38, 574 –618.
  • Pettigrew, A., Foster, S., Howson, J., & Salmons, P. (2009). Teaching about the Holocaust in English secondary schools: An empirical study of national trends, perspectives and practice ( HEDP report). London, England: Institution of Education–University of London.
  • Phillips, I. (2008). Teaching history: Developing as a reflective secondary teacher. London, England: Sage.
  • Phillips, M. S. (2004). History, memory, and historical distance. In P. Seixas ( Ed.), Theorizing historical consciousness ( pp. 86 –102). Toronto, ON, Canada: University of Toronto Press.
  • Popp, S., & Schonemann, B. ( Eds.). (2009). Historische Kompetenzen und Museen [Historical competency and museums]. Idstein, Germany: Schulz-Kirchner Verlag.
  • Ribbens, K. (2007). A narrative that encompasses our history: Historical culture and history teaching. In M. Grever & S. Stuurman ( Eds.), Beyond the canon: History for the twenty-first century ( pp. 63 –76). New York, NY: Palgrave MacMillan.
  • Rios, F., Trent, A., & Vega Castañeda, L. V. (2003). Social perspective taking: Advancing empathy and advocating justice. Equity and Excellence in Education, 36(1), 5 –14.
  • Rounds, J. (2006). Doing identity work in museums. Curator: The Museum Journal, 49(2), 133 –150.
  • Savenije, G. M., Van Boxtel, C., & Grever, M. (2014). Sensitive ‘heritage’ of slavery in a multicultural classroom: Pupils’ ideas regarding significance. British Journal of Educational Studies, 62, 127 –148.
  • Seixas, P. (1993). Historical understanding among adolescents in a multicultural setting. Curriculum Inquiry, 23, 301 –327.
  • Seixas, P. (2008). ‘Scaling up’ the benchmarks of historical thinking: A report on the Vancouver meeting, February 14–15, 2008. Vancouver, BC, Canada: University of British Columbia.
  • Seixas, P., & Clark, P. (2004). Murals as monuments: Students’ ideas about depictions of civilization in British Columbia. American Journal of Education, 110(2), 146 –171.
  • Seixas, P., & Morton, T. (2013). The big six: Historical thinking concepts. Toronto, ON, Canada: Nelson.
  • Sheppard, M. G. (2010). Difficult histories in an urban classroom (Doctoral dissertation). University of Minnesota, Minneapolis. Retrieved from http://conservancy.umn.edu/bitstream/handle/11299/94166/Sheppard_umn_0130E_11223.pdf?sequence=1&isAllowed=y
  • Simon, R. I. (2004). The pedagogical insistence of public memory. In P. Seixas ( Ed.), Theorizing historical consciousness ( pp. 183 –201). Toronto, ON, Canada: University of Toronto Press.
  • Smith, L. (2006). Uses of heritage. New York, NY: Routledge.
  • Smith, L., Cubitt, G., Fouseki, K., & Wilson, R. ( Eds.). (2011). Representing enslavement and abolition in museums: Ambiguous engagements. New York, NY: Routledge.
  • Sørensen, M. L. S., & Carman, J. ( Eds.). (2009). Heritage studies: Methods and approaches. New York, NY: Routledge.
  • Spock, D. (2010). Imagination: A child’s gateway to engagement with the past. In D. L. McRainey & J. Russick ( Eds.), Connecting kids to history with museum exhibitions ( pp. 117 –136). Walnut Creek, CA: Left Coast.
  • Van Boxtel, C. (2010a, August). Experiencing the past outside school: Towards a theoretical framework for heritage education. Paper presented at the 21st International Congress of Historical Sciences, Amsterdam, The Netherlands.
  • Van Boxtel, C. (2010b). Something to talk about: The potential of a dynamic approach of heritage in heritage education. Euroclio Bulletin, 30, 53 –63.
  • Van Boxtel, C., & Grever, M. (2011). Between disenchantment and high expectations: History education in the Netherlands, 1968–2008. In E. H. Erdmann & W. Hasberg ( Eds.), Facing, mapping, bridging diversity ( pp. 83 –116). Schwalbach, Germany: Wochenschau Verlag.
  • Van Boxtel, C., Savenije, G. M., & Grever, M. (2014). Heritage as instructional resource for history learning: A dynamic approach. Manuscript submitted for publication.
  • Van Drie, J., & Van Boxtel, C. (2008). Historical reasoning: Towards a framework for analyzing students’ reasoning about the past. Educational Psychology Review, 20, 87 –110.
  • Van Nieuwenhuyse, K., & Wils, K. (2012). Remembrance education between history teaching and citizenship education. Citizenship Teaching and Learning, 7, 157 –171.
  • VanSledright, B. (2008). Narratives of nation-state, historical knowledge and school history education. Review of Research Education, 32, 109 –146.
  • Van Stipriaan, A. (2007). Disrupting the canon: The case of slavery. In M. Grever & S. Stuurman ( Eds.), Beyond the canon: History for the twenty-first century ( pp. 205 –219). New York, NY: Palgrave MacMillan.
  • Wertsch, J. (2004). Specific narratives and schematic narrative templates. In P. Seixas ( Ed.), Theorizing historical consciousness ( pp. 49 –62). Toronto, ON, Canada: University of Toronto Press.
  • Wils, K. & Verschaffel, T. (2012). Longing for the present in the history of history education. Paedagogica Historica: International Journal of the History of Education, 48, 793 –799.
  • Wineburg, S., Porat, D., Mosborg, S., & Duncan, A. (2007). Common belief and the cultural curriculum: An intergenerational study of historical consciousness. American Educational Research Journal, 44(1), 1 –37.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.