Bjorn Wansink
Biographic Data
| ID | 4624788 |
|---|---|
| NAME | Bjorn Wansink |
| GIVEN NAMES | Bjorn |
| FAMILY NAME | Wansink |
| SIGNATURE | WANSINK B |
| AFFILIATIONS | Utrecht University |
| ORCID | 0000-0002-5486-5793 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 33 |
| WORKS AS AUTHOR | 14 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Populist politics in the classroom
In many Western democratic nations election outcomes indicate growing support for populist political movements. Support for populist viewpoints is also increasingly voiced in Dutch schools. We present results from a qualitatively analyzed survey study that was distributed immediately after election outcomes in the Netherlands, in 2023. Teachers and education professionals (n = 281) report how they responded to the election outcomes and describe w…
Hope in conflict
I Just Get a Different Feeling in This Class
While research on the belonging of diverse student populations has grown over the past decades, it tends to overlook the ways subjective feelings of youth are embedded within inequitable societal and institutional structures. Drawing on concepts from critical affect theory, this article studies the experiences of racialized students at an urban secondary school to identify how teachers' affective practices structure their belonging in pedagogical…
Fostering mutual understanding through multiperspectivity
In (post)-conflict contexts, the development of cross-border history education resources from multiple perspectives has been proposed as a way of working that can contribute to reconciliation. However, developing and implementing such a resource is challenging in contexts of recent conflict when perspectives on the past are so divided between countries. In this paper, we aim to better understand what hinders and what helps multinational teams in …
How others are involved in interest development
Involvement of other people is beneficial, if not crucial, for adolescents' interest development. Our current understanding of how others can be involved in interest is mostly based on research into a particular kind of interest (e.g., STEM-interests) or particular contexts, most prominently school and hobby/affinity practices. This study explores the ways involvement of others unfolds when adolescents pursue different interests in and across dif…
Teacher orientations in climate change education
The question what the focus of climate change education should be has been debated by academics and policy makers. However, this debate is informed to only a limited extent by empirical research on the position of teachers. Based on interviews with nineteen experienced secondary geography teachers in the Netherlands, nine orientations were distinguished, ranging from transmissive to transformative, and from instrumental to emancipatory. The teach…
The diversity teaching beliefs scale
This study describes the examination of a new multidimensional measure on teacher beliefs about diversity teaching: the Diversity Teaching Beliefs Scale (DTBS). The DTBS assesses three distinct dimensions of teachers' diversity beliefs: Acknowledging cultural differences (ACD), emphasizing cultural communalities (ECC), and socialization of the national culture (SNC). The findings of three studies on the psychometric properties of the DTBS provide…
Navigating Multiple Perspectives in Discussing Controversial Topics
Multiperspectivity in the classroom is both applauded and problematized, yet its learning potential remains, to some extent, inexplicit. Drawing on boundary crossing theory, this study aims to explicate the learning potential of discussing controversial topics (e.g., discrimination, organ donation) in the classroom from multiple perspectives. Cross-case analyses of interviews and classroom observations of eleven experienced teachers lead to disti…
Brokers of multiperspectivity in history education in post-conflict societies
In post-conflict societies marked by strong negative stereotypes or delicate and sometimes unstable political contexts, teaching both knowledge of and understanding for contested histories has become a matter of educational urgency. Conversely, a framework for effective teacher trainings, that prepare teachers to activating and facilitating the exchange of multiple perspectives, has yet to be identified. This qualitative and exploratory research …
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…
Teachers stepping up their game in the face of extreme statements
Friction in the classroom may create useful tension for teachers when they attempt to discuss sensitive topics as part of democratic learning. Due to the openness and indeterminacy of these topics, students can experience what it is like to be (political) subjects in a diverse society and become aware of other people’s subjectness in a charged classroom. To better understand how to handle educational friction in the classroom, we observed and int…
How conflicting perspectives lead a history teacher to epistemic, epistemological, moral and temporal switching
This case study reports on a history teacher in a multicultural classroom in the Netherlands who is confronted with students’ conflicting perspectives on a sensitive topic, namely the Holocaust. We have used Dialogical Self Theory in combination 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, carin…
Teaching under attack
This article investigates how 12 upper-elementary school teachers dealt with the occurrence of a terrorist attack in their city during school hours and in the immediate aftermath. All teachers were interviewed shortly after the terrorist attack about their goals, dilemmas, and pedagogical strategies employed in the classroom. We found that during the day of the attack the teachers tried to focus on providing both emotional support and adequate in…
Where Does Teaching Multiperspectivity in History Education Begin and End? An Analysis of the Uses of Temporality
This study reports five Dutch expert history teachers’ approaches to multiperspectivity in lessons on three topics varying in moral sensitivity (i.e., the Dutch Revolt, Slavery, and the Holocaust) and their underlying considerations for addressing subjects’ perspectives in different temporal layers. The lessons were observed and videorecorded, and the teachers were interviewed. Lessons were analyzed using a theoretical framework in which three di…
Teachers stepping up their game in the face of extreme statements
Friction in the classroom may create useful tension for teachers when they attempt to discuss sensitive topics as part of democratic learning. Due to the openness and indeterminacy of these topics, students can experience what it is like to be (political) subjects in a diverse society and become aware of other people’s subjectness in a charged classroom. To better understand how to handle educational friction in the classroom, we observed and int…
Where Does Teaching Multiperspectivity in History Education Begin and End? An Analysis of the Uses of Temporality
This study reports five Dutch expert history teachers’ approaches to multiperspectivity in lessons on three topics varying in moral sensitivity (i.e., the Dutch Revolt, Slavery, and the Holocaust) and their underlying considerations for addressing subjects’ perspectives in different temporal layers. The lessons were observed and videorecorded, and the teachers were interviewed. Lessons were analyzed using a theoretical framework in which three di…
How conflicting perspectives lead a history teacher to epistemic, epistemological, moral and temporal switching
This case study reports on a history teacher in a multicultural classroom in the Netherlands who is confronted with students’ conflicting perspectives on a sensitive topic, namely the Holocaust. We have used Dialogical Self Theory in combination 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, carin…
The diversity teaching beliefs scale
This study describes the examination of a new multidimensional measure on teacher beliefs about diversity teaching: the Diversity Teaching Beliefs Scale (DTBS). The DTBS assesses three distinct dimensions of teachers' diversity beliefs: Acknowledging cultural differences (ACD), emphasizing cultural communalities (ECC), and socialization of the national culture (SNC). The findings of three studies on the psychometric properties of the DTBS provide…
I Just Get a Different Feeling in This Class
While research on the belonging of diverse student populations has grown over the past decades, it tends to overlook the ways subjective feelings of youth are embedded within inequitable societal and institutional structures. Drawing on concepts from critical affect theory, this article studies the experiences of racialized students at an urban secondary school to identify how teachers' affective practices structure their belonging in pedagogical…
Brokers of multiperspectivity in history education in post-conflict societies
In post-conflict societies marked by strong negative stereotypes or delicate and sometimes unstable political contexts, teaching both knowledge of and understanding for contested histories has become a matter of educational urgency. Conversely, a framework for effective teacher trainings, that prepare teachers to activating and facilitating the exchange of multiple perspectives, has yet to be identified. This qualitative and exploratory research …
Teaching under attack
This article investigates how 12 upper-elementary school teachers dealt with the occurrence of a terrorist attack in their city during school hours and in the immediate aftermath. All teachers were interviewed shortly after the terrorist attack about their goals, dilemmas, and pedagogical strategies employed in the classroom. We found that during the day of the attack the teachers tried to focus on providing both emotional support and adequate in…
Teacher orientations in climate change education
The question what the focus of climate change education should be has been debated by academics and policy makers. However, this debate is informed to only a limited extent by empirical research on the position of teachers. Based on interviews with nineteen experienced secondary geography teachers in the Netherlands, nine orientations were distinguished, ranging from transmissive to transformative, and from instrumental to emancipatory. The teach…
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…
Where Does Teaching Multiperspectivity in History Education Begin and End? An Analysis of the Uses of Temporality
This study reports five Dutch expert history teachers’ approaches to multiperspectivity in lessons on three topics varying in moral sensitivity (i.e., the Dutch Revolt, Slavery, and the Holocaust) and their underlying considerations for addressing subjects’ perspectives in different temporal layers. The lessons were observed and videorecorded, and the teachers were interviewed. Lessons were analyzed using a theoretical framework in which three di…
How conflicting perspectives lead a history teacher to epistemic, epistemological, moral and temporal switching
This case study reports on a history teacher in a multicultural classroom in the Netherlands who is confronted with students’ conflicting perspectives on a sensitive topic, namely the Holocaust. We have used Dialogical Self Theory in combination 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, carin…
Teaching under attack
This article investigates how 12 upper-elementary school teachers dealt with the occurrence of a terrorist attack in their city during school hours and in the immediate aftermath. All teachers were interviewed shortly after the terrorist attack about their goals, dilemmas, and pedagogical strategies employed in the classroom. We found that during the day of the attack the teachers tried to focus on providing both emotional support and adequate in…
Brokers of multiperspectivity in history education in post-conflict societies
In post-conflict societies marked by strong negative stereotypes or delicate and sometimes unstable political contexts, teaching both knowledge of and understanding for contested histories has become a matter of educational urgency. Conversely, a framework for effective teacher trainings, that prepare teachers to activating and facilitating the exchange of multiple perspectives, has yet to be identified. This qualitative and exploratory research …
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…
Teachers stepping up their game in the face of extreme statements
Friction in the classroom may create useful tension for teachers when they attempt to discuss sensitive topics as part of democratic learning. Due to the openness and indeterminacy of these topics, students can experience what it is like to be (political) subjects in a diverse society and become aware of other people’s subjectness in a charged classroom. To better understand how to handle educational friction in the classroom, we observed and int…
Navigating Multiple Perspectives in Discussing Controversial Topics
Multiperspectivity in the classroom is both applauded and problematized, yet its learning potential remains, to some extent, inexplicit. Drawing on boundary crossing theory, this study aims to explicate the learning potential of discussing controversial topics (e.g., discrimination, organ donation) in the classroom from multiple perspectives. Cross-case analyses of interviews and classroom observations of eleven experienced teachers lead to disti…
How others are involved in interest development
Involvement of other people is beneficial, if not crucial, for adolescents' interest development. Our current understanding of how others can be involved in interest is mostly based on research into a particular kind of interest (e.g., STEM-interests) or particular contexts, most prominently school and hobby/affinity practices. This study explores the ways involvement of others unfolds when adolescents pursue different interests in and across dif…
Teacher orientations in climate change education
The question what the focus of climate change education should be has been debated by academics and policy makers. However, this debate is informed to only a limited extent by empirical research on the position of teachers. Based on interviews with nineteen experienced secondary geography teachers in the Netherlands, nine orientations were distinguished, ranging from transmissive to transformative, and from instrumental to emancipatory. The teach…
The diversity teaching beliefs scale
This study describes the examination of a new multidimensional measure on teacher beliefs about diversity teaching: the Diversity Teaching Beliefs Scale (DTBS). The DTBS assesses three distinct dimensions of teachers' diversity beliefs: Acknowledging cultural differences (ACD), emphasizing cultural communalities (ECC), and socialization of the national culture (SNC). The findings of three studies on the psychometric properties of the DTBS provide…
Fostering mutual understanding through multiperspectivity
In (post)-conflict contexts, the development of cross-border history education resources from multiple perspectives has been proposed as a way of working that can contribute to reconciliation. However, developing and implementing such a resource is challenging in contexts of recent conflict when perspectives on the past are so divided between countries. In this paper, we aim to better understand what hinders and what helps multinational teams in …
Populist politics in the classroom
In many Western democratic nations election outcomes indicate growing support for populist political movements. Support for populist viewpoints is also increasingly voiced in Dutch schools. We present results from a qualitatively analyzed survey study that was distributed immediately after election outcomes in the Netherlands, in 2023. Teachers and education professionals (n = 281) report how they responded to the election outcomes and describe w…
Hope in conflict
I Just Get a Different Feeling in This Class
While research on the belonging of diverse student populations has grown over the past decades, it tends to overlook the ways subjective feelings of youth are embedded within inequitable societal and institutional structures. Drawing on concepts from critical affect theory, this article studies the experiences of racialized students at an urban secondary school to identify how teachers' affective practices structure their belonging in pedagogical…
Educator Training and Historical Pedagogy (11 works) · Pedagogy (10 works) · Psychology (10 works) · Sociology (9 works) · Global Education and Multiculturalism (7 works) · Mathematics education (6 works) · Political science (5 works) · Politics (5 works) · Social Psychology (5 works) · Epistemology (4 works)