ABSTRACT
A main goal of Dutch history education is learning to identify different perspectives and to contextualize these perspectives about the past. By doing so, students learn that a historical narrative is not a “given,” but a construct about the past. However, based upon our analysis of history textbook texts, video clips, classroom discussions, and student assignments, we argue that the narrative and accompanying metaphors of the Netherlands during WWII effectively prevent looking at this subject in a multiperspectival way in Dutch history education.
