The influence of multiperspectivity in history texts on students’ representations of a historical event

Abstract School history textbook narratives of a nation’s past often present limited perspectives, which may impede the aim teaching from multiple perspectives. Less is known about influence including perspectives on students’ representations past. This study examines extent to students include when processing schoolbook text that includes compared containing fewer Tenth grade ( N = 104) in four schools were randomly assigned read one two texts Dutch Revolt and asked make summary. Multiperspectivity was analysed through representation actors, aspects scale, dimensions historiography. The working with having high multiperspectivity showed more their representations. In summaries, these included significantly than did using Moreover, main actors nuanced. situated conflict broader international context integrated historiographical dimensions. insights generated by outcomes emphasize important role textbooks aiming teach