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.

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Keywords history education, identity, multicultural classrooms, sensitive heritage of slavery, significance
Persistent URL dx.doi.org/10.1080/00071005.2014.910292, hdl.handle.net/1765/51740
Journal British Journal of Educational Studies
Savenije, G.M, van Boxtel, C.A.M, & Grever, M.C.R. (2014). Sensitive 'Heritage' of Slavery in a Multicultural Classroom: Pupils' Ideas Regarding Significance. British Journal of Educational Studies, 62(2), 127–148. doi:10.1080/00071005.2014.910292