Teaching History in the Netherlands: Teachers’ Experiences of a Plurality of Perspectives

Abstract

Globalisation and the re‐invention of national identities make history teaching seem more challenging than ever before. In the past decade, the teaching of history in the Netherlands has been at the center of public debate. During a period of political turmoil, the history curriculum was subjected to two somewhat competing revisions. One aimed at restoring chronology, the other at making history teaching contribute to a sense of community. This last call for a reformulation of the national historical narrative has met with resistance from those who claim a need for a plurality of perspectives in history education. Within this context an exploratory study with five history teachers was undertaken to gain insight into their goals and beliefs about teaching history. They all have an academic background and teach in multicultural classrooms. Two interview instruments were designed to stimulate the teachers to approach the subject from different angles. I conclude that the history teachers involved share a critical approach to (national) history and an understanding of their students as having multiple identities. The teachers show differences when reflecting on how they create usable pasts with their students for future purposes.