How Conflicting Perspectives Lead a History Teacher to Epistemic, Epistemological, Moral and Temporal Switching: A Case Study of Teaching about the Holocaust in the Netherlands

Autor/inn/en	Wansink, Bjorn G. J.; Akkerman, Sanne F.; Kennedy, Brianna L.
Titel	How Conflicting Perspectives Lead a History Teacher to Epistemic, Epistemological, Moral and Temporal Switching: A Case Study of Teaching about the Holocaust in the Netherlands
Quelle	In: Intercultural Education, 32 (2021) 4, S.430-445 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-5986
DOI	10.1080/14675986.2021.1889986
Schlagwörter	History Instruction; Moral Values; Jews; Death; War; European History; Teaching Methods; Epistemology; Foreign Countries; Case Studies; Cultural Pluralism; Self Concept; Caring; Political Attitudes; Teacher Characteristics; Secondary School Teachers; Netherlands + Suchen Sie Ihr Suchwort? History lessons; Geschichtsunterricht; Moral value; Ethischer Wert; Jew; Jude; Jüdin; Juden; Sterbefall; Tod; Todesfall; Krieg; Teaching method; Lehrmethode; Unterrichtsmethode; Erkenntnistheorie; Ausland; Case study; Fallstudie; Case Study; Kulturpluralismus; Selbstkonzept; Care; Pflege; Sorge; Betreuung; Political attitude; Politische Einstellung; Niederlande
Abstract	This case study reports on a history teacher in a multicultural classroom in the Netherlands who is confronted with students' conflicting perspectives on a sensitive topic, namely the Holocaust. We have used Dialogical Self Theory in combination with the historical multiperspectivity framework to make sense of the teacher's considerations and instructional responses. Informed by interactions between three inner-voices (i.e. history teacher, caring teacher, and political citizen) and two inner-other voices (i.e. Jews as victims and 'the resistant boys'), the teacher switches from a temporal focus on the past to a temporal focus on the present. The epistemic, epistemological, and moral consequences of this temporal switching are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01