Cite
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.
MLA
Wansink, Bjorn G. J., et al. “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.” Intercultural Education, vol. 32, no. 4, Aug. 2021, pp. 430–45. EBSCOhost, https://doi.org/10.1080/14675986.2021.1889986.
APA
Wansink, B. G. J., Akkerman, S. F., & Kennedy, B. L. (2021). 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. Intercultural Education, 32(4), 430–445. https://doi.org/10.1080/14675986.2021.1889986
Chicago
Wansink, Bjorn G. J., Sanne F. Akkerman, and Brianna L. Kennedy. 2021. “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.” Intercultural Education 32 (4): 430–45. doi:10.1080/14675986.2021.1889986.