Narratives and multiperspectivity in Dutch secondary school history textbooks.

Autor/inn/en	Kropman, Marc; Boxtel, Carla von; Drie, Jannet van
Titel	Narratives and multiperspectivity in Dutch secondary school history textbooks.
Quelle	In: Journal of educational media, memory, and society, 12 (2020) 1, S. 1-23Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext (2) Link als defekt meldenVerfügbarkeit
Beigaben	Illustrationen; Literaturangaben S. 22
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	2041-6938; 2041-6946
DOI	10.3167/jemms.2020.120101
Schlagwörter	Schulbuch; Geschichtsunterricht; Revolution; Belgien; Niederlande
Abstract	School history textbooks provide an important source of information for learners of history. Textbook narratives of a nation's past often present a limited frame of reference, which impedes the aim of teaching history from multiple perspectives. This article examines the representation of the Dutch Revolt in two Dutch and two Flemish history textbooks. By taking sentences as our unit of analysis, we analyzed narrative elements and metaphors, which informed us about the level of multiperspectivity in these narratives. We found that Dutch textbooks, in contrast to Flemish textbooks, create their emplotment of the narrative of the Dutch Revolt by focusing on the first ten years of the conflict and mostly lack multiperspectivity. We hope that the insights generated by this analysis may inform textbook authors who seek to do justice to multiple perspectives.
Erfasst von	Leibniz-Institut für Bildungsmedien \| Georg-Eckert-Institut (GEI), Braunschweig
Update	2021/2