Oral testimony has become increasingly popular in the heritage field and in popular culture. The relative lack of commitment to oral history in history education in the Netherlands is therefore surprising. Unlike in our neighbouring countries, and also in the Anglo-Saxon world, oral history is hardly addressed in the curricula of history teachers.

Existing initiatives depend entirely on the efforts of individual teachers, and are often disconnected from other interview projects, heritage institutions, and the school curriculum. A solid foundation and a sustainable structure are needed to strengthen and expand the important oral history initiatives in education. These issues become even more pressing against the backdrop of the digital revolution and its implications for oral history.

What possibilities are there for oral history in the classroom, and (how) can digitisation strengthen oral history practice in education and researh? The contributions in this chapter are based on focus group interviews with history teachers, questionnaires among teachers and students, and/or literature studies. They present various possibilities for implementing oral history in history education, as well as suggestions for further research.

Inleiding

Susan Hogervorst

https://doi.org/10.5117/TVGESCH2018.4.004.HOGE

Het persoonlijke verhaal maakt geschiedenis behapbaar

Tim Huijgen

HTTPS://DOI.ORG/10.5117/TVGESCH2018.4.005.HUIJ

‘Dit vergeet ik nooit meer’
Marloes Hülsken
HTTPS://DOI.ORG/10.5117/TVGESCH2018.4.006.HULS

‘Echte oorlogsgeschiedenis’
Susan Hogervorst
HTTPS://DOI.ORG/10.5117/TVGESCH2018.4.007.HOGE

Leren digitaliseren
Norah Karrouche
HTTPS://DOI.ORG/10.5117/TVGESCH2018.4.008.KARR