On the complexity and limitations of the concept of multiperspectivity in times of crisis.

• In Event: Roundtable Session 6
  In Refereed Roundtable Session: Citizenship education: Learning for Sustainable, Democratic, and Peaceful Societies

Proposal

Multiperspectivity has become a widely used concept within history and social science education in Europe, but also beyond. In this theoretical article, I provide a definition of the concept, discuss its origins and offer some critical remarks. During the round-table we will together further explore the benefits and pitfalls of the concept. Multiperspectivity is always present because every individual is uniquely positioned in time and context. From that unique perspective, people construct their view of the world. Within history education, multiperspectivity can be conceptualized as the idea that history is not unambiguous or objective but open to interpretation. Multiple, valid narratives exist about historical events, rather than a single “closed” story that would present history objectively (Authors et al., 2018). Traditionally, history education was strongly associated with the memorization of facts that were part of closed, national narratives presented as “objective facts”. Under the influence of developments within the field of historiography, such as postmodernism, a different view of history emerged, seeing it as an interpretative science.
The concept of multiperspectivity primarily originated in West Germany. The spread and popularization of the concept cannot be separated from the context of communist Eastern Europe, where there was little room for alternative perspectives on the past. The concept therefore acquired not only a historiographical but also an emancipatory significance: creating space for voices and perspectives that were previously absent from the curriculum. However, the concept is now under pressure worldwide, as is the emancipatory ideal associated with it. As far as I am concerned, there are plenty of reasons to defend and embrace the concept of multiperspectivity. At the same time, it is necessary to also critically examine the concept. Its application involves numerous challenges: whether theoretical, moral, psychological and practical.

Theoretical Challenges
The first challenge is epistemological in nature: the risk of relativism. Multiperspectivity does not mean that all narratives or viewpoints are equally reliable. We need a framework to assess different perspectives for reliability and plausibility.

Moral Challenges
Not all perspectives are morally desirable. For example, one risk of multiperspectivity is that perpetration and victimhood can become blurred.

Psychological Challenges
It is generally easier to observe and teach multiple perspectives when the topic does not threaten one’s own identity or in-group. However, when personal survival is at stake, such as in conflict or war zones, it becomes increasingly difficult to adopt this meta-perspective.

Practical Challenges
Finally, implementing multiperspectivity in educational practice often proves difficult. Teachers give various reasons, such as: lack of time, insufficient historical knowledge, lack of suitable resources, pressure from the curriculum and parents, difficult to assess, or the belief that students must first possess sufficient basic knowledge.

Conclusion
Multiperspectivity is a valuable yet complex concept. It offers opportunities for students to approach history in a critical and inclusive way. At the same time, it raises numerous theoretical, moral, psychological and practical questions. All open for round-table discussion.

Literature:
Authors et al (2018).

Author

• Bjorn Wansink, Utrecht University