An intriguing historical trace or heritage? Learning about another person’s heritage in an exhibition addressing the Second World War

Using theories on historical significance and multiperspectivity, this case study explores the attribution of significance by Dutch students of immigrant descent engaged in a project that presented WWII historical traces as Dutch heritage. Students were queried using questionnaires and interviews and were videotaped during three lessons, including a museum visit, within the context of their secondary history education. The students considered the war history to be interesting and important, but did not regard it as their heritage because of their immigrant background. Their discussions revealed the differences in perspectives, which provided an opportunity to reflect on which criteria one can use for the attribution of significance and in what ways these criteria are related to one’s ethnic identity.