Learning about Sensitive History: "Heritage" of Slavery as a Resource

Autor/inn/en	Savenije, Geerte M.; van Boxtel, Carla; Grever, Maria
Titel	Learning about Sensitive History: "Heritage" of Slavery as a Resource
Quelle	In: Theory and Research in Social Education, 42 (2014) 4, S.516-547 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0093-3104
DOI	10.1080/00933104.2014.966877
Schlagwörter	Questionnaires; Surveys; Focus Groups; Slavery; History; Freedom; Student Attitudes; Attribution Theory; Foreign Countries; Museums; Historic Sites; Ethnicity; Blacks; Racial Identification; Critical Thinking; Junior High School Students; Case Studies; Interviews; Observation; Netherlands + Suchen Sie Ihr Suchwort? Fragebogen; Survey; Umfrage; Befragung; Sklaverei; Geschichte; Geschichtsdarstellung; Freiheit; Schülerverhalten; Ausland; Museum; Museumswesen; Museen; Historische Stätte; Ethnizität; Black person; Schwarzer; Kritisches Denken; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik; Beobachtung; Niederlande
Abstract	The history and heritage of slavery and the trans-Atlantic slave trade are sensitive topics in The Netherlands. Little is known about the ways in which students attribute significance to what is presented as heritage, particularly sensitive heritage. Using theories on historical significance, we explored how students attributed significance to the history of slavery and its remnants while engaged in a heritage project that presented this history and these remnants as Dutch heritage. Using questionnaires, interviews, group interaction, and observations, we researched 55 students at a Dutch junior high school who visited a slavery museum and the National Slavery Monument. The visit reinforced the students' ideas that it was important to preserve the historical remnants of slavery, primarily to remember that freedom and equality have not always existed and because these remnants are important to the descendants of enslaved people. Although the students gained insight into the ways in which significance is attributed to the history of slavery, they did not come to understand the lack of awareness regarding slavery in Dutch society. Although the visit stimulated critical reflection on the interplay between understandings of significance and identity, many students linked the heritage of slavery directly to a Black ethnic identity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10