How conflicting perspectives lead a history teacher to epistemic, epistemological, moral and temporal switching: a case study of teaching about the holocaust in the Netherlands

This case study reports on a history teacher in a multicultural classroom in the Netherlands who is confronted with stu- dents’ conflicting perspectives on a sensitive topic, namely the Holocaust. We have used Dialogical Self Theory in com- bination with the historical multiperspectivity framework to make sense of the teacher’s considerations and instructional responses. Informed by interactions between three inner- voices (i.e. history teacher, caring teacher, and political citi- zen) and two inner-other voices (i.e. Jews as victims and ‘the resistant boys’), the teacher switches from a tempo... Mehr ...