TY - JOUR
T1 - Multi-perspectivity and the risk of perpetration minimisation in Dutch Holocaust and Slavery education
AU - Hartendorp, J.
AU - Immler, Nicole L.
AU - Alma, Hans
PY - 2023/9/30
Y1 - 2023/9/30
N2 - The Dutch perpetrated in both the Holocaust and chattel slavery. However, Dutch cultural memory does not significantly recognize Dutch perpetration in these sensitive histories. This article explores the interplay between cultural memory and history education as a potential explana- tion for this oversight, by specifically focusing on the implementation of multi-perspectivity. In Dutch history education, multi-perspectivity is valued, yet scholars have warned that it could contribute to minimization of perpetration. The deliberate choice of a qualitative research approach, as opposed to the more common textbook analysis, served to centre history teachers’ perspectives and allowed for a comprehensive analysis of their descriptions of multi-perspectivity in Holocaust and slavery edu- cation. This exploration further substantiated the concern regarding the risk of perpetration minimization. It reveals that history teachers predo- minantly approach multi-perspectivity in Holocaust and slavery education through teaching respectively historical empathy and positionality. Stimulating historical empathy and emphasizing positionality with pupils affect the presentation of historical distance and perpetration. Through these approaches teachers risk providing pupils with the understanding that everyone, including perpetrators, can be seen as victims of their historical circumstances, making it challenging to assign moral responsi- bility. To address this risk of perpetration minimization, this article explores underlying causes and offers recommendations.
AB - The Dutch perpetrated in both the Holocaust and chattel slavery. However, Dutch cultural memory does not significantly recognize Dutch perpetration in these sensitive histories. This article explores the interplay between cultural memory and history education as a potential explana- tion for this oversight, by specifically focusing on the implementation of multi-perspectivity. In Dutch history education, multi-perspectivity is valued, yet scholars have warned that it could contribute to minimization of perpetration. The deliberate choice of a qualitative research approach, as opposed to the more common textbook analysis, served to centre history teachers’ perspectives and allowed for a comprehensive analysis of their descriptions of multi-perspectivity in Holocaust and slavery edu- cation. This exploration further substantiated the concern regarding the risk of perpetration minimization. It reveals that history teachers predo- minantly approach multi-perspectivity in Holocaust and slavery education through teaching respectively historical empathy and positionality. Stimulating historical empathy and emphasizing positionality with pupils affect the presentation of historical distance and perpetration. Through these approaches teachers risk providing pupils with the understanding that everyone, including perpetrators, can be seen as victims of their historical circumstances, making it challenging to assign moral responsi- bility. To address this risk of perpetration minimization, this article explores underlying causes and offers recommendations.
U2 - 10.1080/00220272.2023.2261998
DO - 10.1080/00220272.2023.2261998
M3 - Article
SN - 0022-0272
VL - 55
SP - 700
EP - 719
JO - Journal of Curriculum Studies
JF - Journal of Curriculum Studies
IS - 6
ER -