Sensitive "Heritage" of Slavery in a Multicultural Classroom: Pupils' Ideas Regarding Significance

Autor/inn/en	Savenije, Geerte; van Boxtel, Carla; Grever, Maria
Titel	Sensitive "Heritage" of Slavery in a Multicultural Classroom: Pupils' Ideas Regarding Significance
Quelle	In: British Journal of Educational Studies, 62 (2014) 2, S.127-148 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1005
DOI	10.1080/00071005.2014.910292
Schlagwörter	Multicultural Education; Slavery; Classroom Techniques; Heritage Education; Controversial Issues (Course Content); Attribution Theory; Secondary School Students; Questionnaires; Interviews; Student Attitudes; History Instruction; Relevance (Education); Catholic Schools; Student Diversity; Ethnicity; Social Justice; Foreign Countries; Social Attitudes; Netherlands (Amsterdam) + Suchen Sie Ihr Suchwort? Multikulturelle Erziehung; Sklaverei; Klassenführung; Controversial issues; Kontroverse; Sekundarschüler; Fragebogen; Interviewing; Interviewtechnik; Schülerverhalten; History lessons; Geschichtsunterricht; Relevance; Relevanz; Katholische Schule; Ethnizität; Soziale Gerechtigkeit; Ausland; Social attidude; Soziale Einstellung
Abstract	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. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10