“Do ‘we’ still believe this heritage is important?”
Particularly discussing the question whether or not to preserve heritage is a relevant addition to the learning of history
For this PhD thesis, Savenije studied the learning of sensitive history by pupils in secondary school during heritage projects that included a visit to a museum or monument. Although little is known about the ways in which pupils learn history during museum visits, people have many expectations of it. Museum visits would bring the past alive for pupils through the presentation of historical objects and audio- and video fragments. Additionally, pupils’ valuation of a particular heritage would increase and they would come to regard the heritage as something closely related to their selves. However, do such processes actually occur and in which ways do pupils’ identities and backgrounds play a role in these processes?
About Geerte Savenije
Geerte Savenije studied history at the Radboud University in Nijmegen, the Netherlands, and French modern history at the University Francois-Rabelais in Tours, France. Savenije graduated cum laude in Cultural History and completed a second Master’s degree in teaching history at the Graduate School of Education at the Radboud University. In the last months of completing her PhD thesis, Savenije worked as a history teacher educator at the University of Applied Sciences in Amsterdam. Recently, she has started to work as a postdoctoral researcher at the Research Institute of Child Development and Education of the University of Amsterdam continuing her research in the learning of history.
Defence: 10-09-2014, 3:30PM, Senaatszaal, public
Supervisors: Carla van Boxtel en Maria Grever
More information: Savenije PhD