On the complexity and limitations of the concept “Multiperspectivity”

Abstract

Multiperspectivity has become a widely used concept in history education, but also in other subjects, such as geography (e.g., Bedford & Barnes, 2024; Efimova & Nygren, 2026; Körber, 2001; Rowan & Wansink, 2025). It seems to have become a buzzword that is presented as a solution to all kinds of problems in our increasingly diverse, yet also polarized Western societies (Damhuis & Wansink, 2024). At the same time, the concept is facing growing criticism (see, among others, Hartendorp et al., 2023; Merry, 2025). In this miniature, I provide a definition of the term “multiperspectivity,” and examine its origins. I will argue that multiperspectivity is an important and indispensable concept for educators, but it can create epistemological, moral, constitutional, psychological, and practical challenges that can lead to different forms of relativism. Therefore, these challenges should be further explored in both theory and practice.