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Where does teaching multiperspectivity in history education begin and end? An analysis of the uses of temporality
B Wansink, S Akkerman, I Zuiker, T Wubbels
Theory & Research in Social Education 46 (4), 495-527, 2018
Measuring epistemological beliefs in history education: An exploration of na´ve and nuanced beliefs
G Stoel, A Logtenberg, B Wansink, T Huijgen, C van Boxtel, J van Drie
International Journal of Educational Research 83, 120-134, 2017
The Certainty Paradox of student history teachers: Balancing between historical facts and interpretation
BGJ Wansink, S Akkerman, T Wubbels
Teaching and Teacher Education 56, 94-105, 2016
Epistemological tensions in prospective Dutch history teachers' beliefs about the objectives of secondary education
BGJ Wansink, SF Akkerman, JD Vermunt, JPP Haenen, T Wubbels
The Journal of Social Studies Research 41 (1), 11-24, 2017
Topic variability and criteria in interpretational history teaching
B Wansink, S Akkerman, T Wubbels
Journal of curriculum studies 49 (5), 640-662, 2017
Confronting Conflicts: History Teachers' Reactions to Spontaneous Controversial Remarks.
B Wansink, J Patist, I Zuiker, G Savenije, P Janssenswillen
Teaching History 175, 68-75, 2019
Teaching under attack: The dilemmas, goals, and practices of upper-elementary school teachers when dealing with terrorism in class
B Wansink, B de Graaf, E Berghuis
Theory & Research in Social Education 49 (4), 489-509, 2021
Teachers stepping up their game in the face of extreme statements: A qualitative analysis of educational friction when teaching sensitive topics
SL Parra, BGJ Wansink, C Bakker, LM Van Liere
Theory & Research in Social Education 51 (2), 201-232, 2023
How conflicting perspectives lead a history teacher to epistemic, epistemological, moral and temporal switching: A case study of teaching about the holocaust in the Netherlands
BGJ Wansink, SF Akkerman, BL Kennedy
Intercultural Education 32 (4), 430-445, 2021
Brokers of multiperspectivity in history education in post-conflict societies
D Abbey, BGJ Wansink
Journal of Peace Education 19 (1), 67-90, 2022
Dutch history teachers' perceptions of teaching the topic of Islam while balancing distance and proximity
GM Savenije, BGJ Wansink, A Logtenberg
Teaching and Teacher Education 112, 103654, 2022
'If you had told me before that these students were Russians, I would not have believed it': an international project about the (New)'Cold War'
B Wansink, I Zuiker, T Wubbels, M Kamman, S Akkerman
Teaching History, 30, 2017
Discussing controversial issues in the classroom: Exploring students' safety perceptions and their willingness to participate
BGJ Wansink, H Mol, J Kortekaas, T Mainhard
Teaching and Teacher Education 125, 104044, 2023
Between fact and interpretation: Teachers' beliefs and practices in intepretational history teaching
BGJ Wansink
Utrecht University, 2017
Lesgeven over gevoelige onderwerpen–Het aangaan van een moeilijk gesprek in de klas
J Patist, B Wansink
Kleio 58, 44-47, 2017
Come fare lezione su gli aspetti ancora vivi e sensibili della storia passata? La rete delle prospettive
B Wansink, A Logtenberg, G Savenije, E Storck, A Pelgrom
Novecento. org 14 (342), 2020
Verdraagzaamheid in het secundair onderwijs
J Thijs, B Wansink, M Verkuyten
Pedagogiek 41 (3), 317-340, 2021
short handbook: COVID-19 Narratives that Polarise
BGJ Wansink, B Timmer
Radicalisation Awareness Network, European Commission., 2020
Conflicterende perspectieven in het klaslokaal: Onderzoek naar gevoelige geschiedenis
G Savenije, A Logtenberg, B Wansink
Kleio. Tijdschrift van de Vereniging van Docenten in Geschiedenis ená…, 2019
Navigating Multiple Perspectives in Discussing Controversial Topics: Boundary Crossing in the Classroom
BGJ Wansink, J Timmer, LH Bronkhorst
Education Sciences 13 (9), 938, 2023
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