- Sensitive 'heritage' of slavery in a multicultural classroom: pupils’ ideas regarding significance
- British Journal of Educational Studies
- Volume | Issue number
- 62 | 2
- Pages (from-to)
- Document type
- Faculty of Social and Behavioural Sciences (FMG)
Faculty of Humanities (FGw)
- Research Institute of Child Development and Education (RICDE)
Amsterdam School of Historical Studies (ASH)
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.
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