Geerte M Savenije
Biographic Data
| ID | 3066291 |
|---|---|
| NAME | Geerte M Savenije |
| GIVEN NAMES | Geerte M |
| FAMILY NAME | Savenije |
| SIGNATURE | SAVENIJE G M |
| AFFILIATIONS | University of Amsterdam |
| ORCID | 0000-0003-1774-8771 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 31 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
How Dutch Students Make Meaning with the Past
This interview study investigates how present-day Dutch upper secondary students construct meaningful understandings of the past by connecting historical examples to their ultimate concerns – core values and fundamental worldviews. Building on research on sensitive history, historical narrativity, and historical consciousness, the study shifts attention from teachers’ perspectives to students’ own meaning-making. Using a qualitative research desi…
Teaching empathy with the help of Israel–Palestine eyewitnesses in history class
Integrating perspectives on reasoning about controversial issues
Reasoning about controversial issues is an essential skill for navigating the complexities of modern society, making its inclusion in secondary education vital. While each discipline and its corresponding school subjects approach controversies through unique content, traditions, and epistemological foundations, significant commonalities also exist. This article builds on insights from a two-day workshop involving five disciplines that explored ho…
A structural and functional differentiation of knowledge for the history curriculum
Which historical knowledge is worthwhile teaching? Over the last decades, this question has been answered differently by history scholars. In many Western countries, arguments to avoid Eurocentric and nationalistic curricula challenge the current selections of historical knowledge in the curriculum. Epistemology in history education also changed following the appreciation of historical thinking and reasoning. Yet most scholars agree that a certai…
Teachers' professional growth in teaching students’ social scientific reasoning
This exploratory study investigates how the use of subject-specific educative curriculum materials in a professional development program contributes to the professional growth of Dutch social science teachers in teaching social scientific reasoning. Teachers' professional growth (N = 10) was examined using pre- and post-interviews and questionnaires. The analysis focused on changes in teachers' knowledge, beliefs, and instructional practice. The …
Toward a framework for assessing the quality of students’ social scientific reasoning
Contains fulltext : 289081.pdf (Publisher’s version ) (Open Access)
Dutch history teachers' perceptions of teaching the topic of Islam while balancing distance and proximity
Teaching about the topic of Islam may be challenging. We report the results of a survey study (N = 81) of Dutch history teachers and six in-depth interviews examining the sensitivities experienced when teaching Islam-related issues and the motives that underlie teachers' decisions. We developed an analytical framework comprising three dimensions that describe the proximity and distance between teachers and students from interpersonal, identity an…
Students’ and teachers’ beliefs about historical empathy in secondary history education
Teachers’ beliefs about skills play a significant role in how they teach those skills. Similarly, students’ mastery of a skill is influenced by their ideas about its value and what the performance of the skill exactly entails. In this study, 10 history teachers and 17 students in secondary school (age 16–17) were interviewed about their beliefs about historical empathy, objectives, and teaching strategies. The results show that the participants p…
Historical empathy in a museum
Museums, memorial centres and other heritage institutions use various strategies to evoke an emotional response that serves to elicit empathy with the historical events and actors that are portrayed in exhibitions. To increase historical understanding, however, both emotional engagement with and contextual understanding of these historical figures are needed. Using the concept of historical empathy, this paper examines the continuous interplay be…
Learning About Sensitive History
The history and heritage of slavery and the trans-Atlantic slave trade are sensitive topics in The Netherlands. Little is known about the ways in which students attribute significance to what is presented as heritage, particularly sensitive heritage. Using theories on historical significance, we explored how students attributed significance to the history of slavery and its remnants while engaged in a heritage project that presented this history …
Sensitive ‘Heritage’ of Slavery in a Multicultural Classroom
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 qu…
Historical empathy in a museum
Museums, memorial centres and other heritage institutions use various strategies to evoke an emotional response that serves to elicit empathy with the historical events and actors that are portrayed in exhibitions. To increase historical understanding, however, both emotional engagement with and contextual understanding of these historical figures are needed. Using the concept of historical empathy, this paper examines the continuous interplay be…
Learning About Sensitive History
The history and heritage of slavery and the trans-Atlantic slave trade are sensitive topics in The Netherlands. Little is known about the ways in which students attribute significance to what is presented as heritage, particularly sensitive heritage. Using theories on historical significance, we explored how students attributed significance to the history of slavery and its remnants while engaged in a heritage project that presented this history …
Sensitive ‘Heritage’ of Slavery in a Multicultural Classroom
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 qu…
Students’ and teachers’ beliefs about historical empathy in secondary history education
Teachers’ beliefs about skills play a significant role in how they teach those skills. Similarly, students’ mastery of a skill is influenced by their ideas about its value and what the performance of the skill exactly entails. In this study, 10 history teachers and 17 students in secondary school (age 16–17) were interviewed about their beliefs about historical empathy, objectives, and teaching strategies. The results show that the participants p…
Teachers' professional growth in teaching students’ social scientific reasoning
This exploratory study investigates how the use of subject-specific educative curriculum materials in a professional development program contributes to the professional growth of Dutch social science teachers in teaching social scientific reasoning. Teachers' professional growth (N = 10) was examined using pre- and post-interviews and questionnaires. The analysis focused on changes in teachers' knowledge, beliefs, and instructional practice. The …
Dutch history teachers' perceptions of teaching the topic of Islam while balancing distance and proximity
Teaching about the topic of Islam may be challenging. We report the results of a survey study (N = 81) of Dutch history teachers and six in-depth interviews examining the sensitivities experienced when teaching Islam-related issues and the motives that underlie teachers' decisions. We developed an analytical framework comprising three dimensions that describe the proximity and distance between teachers and students from interpersonal, identity an…
Learning About Sensitive History
The history and heritage of slavery and the trans-Atlantic slave trade are sensitive topics in The Netherlands. Little is known about the ways in which students attribute significance to what is presented as heritage, particularly sensitive heritage. Using theories on historical significance, we explored how students attributed significance to the history of slavery and its remnants while engaged in a heritage project that presented this history …
Sensitive ‘Heritage’ of Slavery in a Multicultural Classroom
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 qu…
Historical empathy in a museum
Museums, memorial centres and other heritage institutions use various strategies to evoke an emotional response that serves to elicit empathy with the historical events and actors that are portrayed in exhibitions. To increase historical understanding, however, both emotional engagement with and contextual understanding of these historical figures are needed. Using the concept of historical empathy, this paper examines the continuous interplay be…
Students’ and teachers’ beliefs about historical empathy in secondary history education
Teachers’ beliefs about skills play a significant role in how they teach those skills. Similarly, students’ mastery of a skill is influenced by their ideas about its value and what the performance of the skill exactly entails. In this study, 10 history teachers and 17 students in secondary school (age 16–17) were interviewed about their beliefs about historical empathy, objectives, and teaching strategies. The results show that the participants p…
Dutch history teachers' perceptions of teaching the topic of Islam while balancing distance and proximity
Teaching about the topic of Islam may be challenging. We report the results of a survey study (N = 81) of Dutch history teachers and six in-depth interviews examining the sensitivities experienced when teaching Islam-related issues and the motives that underlie teachers' decisions. We developed an analytical framework comprising three dimensions that describe the proximity and distance between teachers and students from interpersonal, identity an…
Toward a framework for assessing the quality of students’ social scientific reasoning
Contains fulltext : 289081.pdf (Publisher’s version ) (Open Access)
Teachers' professional growth in teaching students’ social scientific reasoning
This exploratory study investigates how the use of subject-specific educative curriculum materials in a professional development program contributes to the professional growth of Dutch social science teachers in teaching social scientific reasoning. Teachers' professional growth (N = 10) was examined using pre- and post-interviews and questionnaires. The analysis focused on changes in teachers' knowledge, beliefs, and instructional practice. The …
Integrating perspectives on reasoning about controversial issues
Reasoning about controversial issues is an essential skill for navigating the complexities of modern society, making its inclusion in secondary education vital. While each discipline and its corresponding school subjects approach controversies through unique content, traditions, and epistemological foundations, significant commonalities also exist. This article builds on insights from a two-day workshop involving five disciplines that explored ho…
A structural and functional differentiation of knowledge for the history curriculum
Which historical knowledge is worthwhile teaching? Over the last decades, this question has been answered differently by history scholars. In many Western countries, arguments to avoid Eurocentric and nationalistic curricula challenge the current selections of historical knowledge in the curriculum. Epistemology in history education also changed following the appreciation of historical thinking and reasoning. Yet most scholars agree that a certai…
How Dutch Students Make Meaning with the Past
This interview study investigates how present-day Dutch upper secondary students construct meaningful understandings of the past by connecting historical examples to their ultimate concerns – core values and fundamental worldviews. Building on research on sensitive history, historical narrativity, and historical consciousness, the study shifts attention from teachers’ perspectives to students’ own meaning-making. Using a qualitative research desi…
Teaching empathy with the help of Israel–Palestine eyewitnesses in history class
Educator Training and Historical Pedagogy (10 works) · Pedagogy (7 works) · Psychology (7 works) · Sociology (7 works) · Mathematics education (5 works) · Aesthetics (4 works) · Social Psychology (4 works) · Art (3 works) · Education and Critical Thinking Development (3 works) · Empathy (3 works)