Online Workshop 25 September: Connecting to History through Graphic Novels

Andreas Holtberget Opportunities

What is a graphic novel? How could graphic novels be used as a source of engaging with history in the classroom? What are existing novels that look at history through a critical lens? How do we tell stories of difficult pasts through this medium? How might you go about creating your own graphic novels? This is an introductory workshop that will discuss some of these questions with space for brief activities with participants.

Simultaneous translations from English are offered in Sinhala and Tamil. Ensure to join through the desktop application to access these channels.

Workshop Leaders:
Misko Stanisic is a co-founder of Terraforming, an NGO based in Novi Sad in Serbia. Since 2008 he has developed educational methodologies and teaching materials in the field of teaching about the Holocaust and combating antisemitism, anti-gypsyism and other forms of xenophobia, combining best practices in contemporary pedagogy with new-media technologies.

Irushi Tennekoon is an illustrator, animator and educator based in Sri Lanka. She has a background in English Studies with a particular academic interest in graphic memoirs and teaches at the University of Colombo. Most recently she produced an animated series ‘Animate Her’ on exceptional female role models working and living in Sri Lanka.

Join us online via Zoom 25 September 12:30 CEST (16:00 Colombo).

EuroClio launches an Instagram video challenge on Democracy

Adriana Fuertes Opportunities

EuroClio is hosting a youth video challenge on Instagram to collect voices from young people aged 14-20 about why democracy matters, running from September 15 to October 31, 2021.

The goal of the campaign is to activate a conversation among diverse youth in Europe on the importance of democracy, and to find out how to better present core concepts, values and competencies of democracy to youth today. 


  • Video length: 1 minute
  • Platform: Instagram
  •  It can be done individually or in groups of 3 people (teachers can also take part in the video)
  • For the use of images, please make sure that they are not copyrighted, and the same applies for the songs.
  • The video can be in horizontal format, or vertical in the case of reels.
  • The language of the video can be in any language, but it must contain English subtitles or captions (e.g. Clideo or Adobe Spark).

For the video, students are free to use their imagination and present in whichever way they want. For example, they can opt for an interview format, presentation or a voiceover. 

Some questions you may want to address:

  • What does democracy mean to you? 
  • Why democracy matters?
  • What do you think are the current challenges for democracy today?
  • What do you think are possible solutions to those challenges?
  • Why is democracy worth fighting for?

When uploading the video, remember to:

  • Say your name and / or your school
  • Add in the post #youthfordemocracy 
  • Tag @euroclio


We will select between 1 and 5 winners. The winning video will be featured in our website and social media channels, and we are in contact with partners and museums for more promotion!

Still have any questions?

We’re here to help! Contact us at 

Call for Applications – Research Fellowships at the Georg Eckert Institute for International Textbook Research

Isa Rodenhuis Opportunities

The Georg Eckert Institute for International Textbook Research – Member of the Leibniz Association (GEI) is pleased to announce the Call for Applications for the institutes’ Research Fellowships and the Otto Bennemann Grant in 2022.

The aim of the fellowships is to support and promote academic work in the fields of textbook and educational media research. Applications are welcome from doctoral candidates and established academics, as well as individuals who work on textbook composition, for textbook publishers or whose didactic work influences curricula and textbooks. The GEI grants enable recipients to spend a dedicated period using the research library and meeting with colleagues to exchange ideas and information.

Information on the fellowships and the application process can be found on the GEI's website:

Deadline for applications is September 15, 2021.

OHTE Launches Calls for Experts for Thematic and Regular Reports

Isa Rodenhuis Opportunities

The Observatory on History Teaching in Europe recently launched two calls for tenders to find experts to draft their thematic report and their regular report, to be published in 2022 and 2023, respectively. The work for both reports is set to begin in October 2021, but the overall timelines, topics and methodologies for the reports will be different from each other.

The thematic report – Pandemics and natural disasters as reflected in history teaching

For this report, the OHTE is looking for experts with relevant experience in the field of history education that also have relevant expertise of pandemics and natural disasters. The Observatory is looking for three experts to draft up the report, which will be presented at the Observatory’s annual conference in 2022.

The regular report - the State of History Teaching in Europe

This report will have a more general focus on the history curricula, teaching practices and learning outcomes in the 17 member states of the Observatory. The Observatory is looking for up to five experts to draft the report. It will be presented in 2023 and it will be the focus of the annual conference.

The deadline for the submission of applications for both calls is 15 September 2021 (23:59 CET).

You can find the official call for experts here. For further information, please refer to the calls for experts for the Thematic Report and the Regular Report respectively below.


Call for experts for the Thematic Report on Pandemics and Natural Disasters as Reflected in History Teaching

Call for experts for the Regular Report on the State of History Teaching in Europe

Open Position: Project Management Trainee for Contested Histories Initiative

Contested Histories - IHJR Logo

The Contested Histories team is looking for an enthusiastic and dedicated trainee to support project management, research revision, fundraising, and administration on the Contested Histories project. Due to the current health and safety regulations of the Netherlands, this is a remote position that may become in-person at the EuroClio office in The Hague if restrictions loosen. 

The IHJR’s project Contested Histories is a multi-year initiative intended to address controversies over statues, memorials, street names and other representations of disputed historical legacies in public spaces. The objective of the Contested Histories project is to provide decision-makers, policy planners, educators, and other stakeholders with a set of case studies, best practices, and guidelines for addressing historical contestations in an effective and responsible manner. For more information on the Contested Histories project, click here.  

Trainee Responsibilities

In this role, you will work with the Contested Histories Project Manager, Research Coordinator, and a team of professional volunteers to ensure the timely and high-quality delivery of project outputs: 

Project Management & Fundraising

  • Support events management for the Contested Histories: Onsite project
  • Support fundraising activities and the writing of grant applications
  • Support the oversight of micro-interns and professional volunteers as necessary
  • Coordinate agendas and minutes for meetings, lead discussions during meetings
  • Support the development of the Academic Committee
  • Develop promotional materials

Case Study Research

  • Revise and edit existing case studies in preparation for publication
  • Condense long-from papers into case studies
  • Map potential external reviewers and coordinate review


  • Support participation in mission-relevant panel discussions and events
  • Support the maintenance and tracking of research (including contracts)
  • Manage content for the website

Global Mapping of Cases

  • Identify key players in the field (organisations, journalists, academics) and in related fields such as law, memory, or international relations
  • Monitor media and check Google alerts inbox for mission-relevant news & case updates
  • Support the development of our ArcGIS platform

Trainee Qualifications

The ideal candidate would…

  • Be enrolled in a Master’s or PhD programme with outstanding academic achievement, preferably in the area of history, international relations, or related fields
  • Speak fluent English. Additional language comprehension is a plus.
  • Have proven project management and academic research (writing and/or editing) skills in English.
  • Have some knowledge of WordPress and Canva. Knowledge of ArcGIS and data-cleaning is a plus.
  • Have a genuine interest in issues related to contested historical legacies.
  • Be a flexible and dedicated team player.

Please apply by Monday, August 9th 2021 at 9:00 CEST to with a CV and Motivation Letter outlining your skills, experience, and interest. 

This is a role for a maximum of 6 working months, starting 4 October 2021 and ending 30 April 2022. However, if a suitable candidate is not found in time for this start date, the deadline will be extended and more candidates considered. 

Seminar on heritage in history education

Organised in partnership with EuroClio for our joint Critical History project, the University of Tallinn invites to a three-day online seminar on heritage in history education. The seminar is open to the general public and target students at teacher trainer colleges, practicing teachers and other educators interested in using heritage as part of history education. The seminar will be organised on Zoom with morning and afternoon sessions and is free of charge benefiting from funding from the Erasmus+ Programme of the European Union.


Thursday 8 July

09:30-11:30 CEST - Public History & Heritage Education by Joanna Wojdon, Associate Professor at the Department of Methodology of Teaching History and Civic Education, Institute of History, University of Wrocław

14:00-15:30 CEST - Things are more than just dead things. Using heritage to enhance historical thinking by Dr. Maria Grever, professor em. Theory and Methodology of History and founding director of the Center for Historical Culture at Erasmus School of History, Culture & Communication (ESHCC).

Friday 9 July

09:30-11:30 CEST - Integrating digital cultural heritage by José Ramón González Quelle & Rafael Montero

14:00-16:00 CEST - Bringing local history to life (presenting project Meetup-Meierijstad) by Hellen Janssen, History teacher and Board Member VGN Kleio

Saturday 10 July

09:30-11:30 CEST - Introducing Emotion Networking (Case: Food as heritage) by Jonathan Even-Zohar, Reinwardt Academy

14:00-16:00 CEST - Everyday life as a part of heritage on the example of food culture by Dr. Anu Kannike, Estonian National Museum



Proposal for a Council Recommendation on Education for Environmental Sustainability

Isa Rodenhuis Opportunities

The European Commission has opened up an open public consultation to feed into a proposal for a Council Recommendation on Education for Environmental Sustainability later this year. The Recommendation will deal with all types and levels of education, including vocational education and training (VET) and Adult Learning (AL)

The European Commission would like to hear the views of citizens, educators, researchers, governmental and non-governmental organisations (international, European, national, regional and local) as well as education and training stakeholders. You can respond to the public consultation in a personal or organisational/institutional capacity by filling in the questionnaire. This questionnaire can be filled in in any official EU language.
Registered stakeholder organisations can also submit a position paper.

The deadline for contributing to this consultation is 24 September 2021 (midnight Brussels time).

You can find the official call on their website.

Call for Papers: Culture Wars – Statues, Flags, Streets and Squares by WPCC

Westminster Papers in Communication and Culture (WPCC) has announced a call for papers in which it welcomes submissions that cover the role of the media in all forms (from public service broadcasting to social media, feature films to advertising) exploring contested representations of symbols and their remediation. 

Flags, emblems, monuments, street names, statues are some of the means by which nations and states promote themselves, both to their own citizens and to the world at large; the public face of our imagined communities. But as they seek to unify, such symbols have often been the occasion for contestation, disagreement, violence even. Empires, systems, regimes rise and fall. Societies change, and with such change comes a reassessment of societies’ symbolic life, as yesterday’s heroes become today’s villains, past triumphs a present embarrassment. The past is continually raked over, re-examined and reinterpreted, with each re-examination argued over. 

  • Deadline for abstracts: 28 June 2021 
  • Deadline for full papers: 30 August 2021

For more information, please check their website:

Call For Authors: Learning History that is not yet History II

Isa Rodenhuis Opportunities

Call for Authors  

EuroClio’s Learning History that is not yet History (LHH) team is looking for teachers and education  professionals from the former Yugoslavia who would be interested in becoming authors of learning  material about the 1990s wars and the dissolution of Yugoslavia.  

We are accepting applications until 16 August 2021 at 9:00 CEST (applications received after the deadline will not be considered). 

The Project 

This is EuroClio’s second Learning History that is not yet History (LHH) project. Our first LHH project developed recommendations for teaching the events of the 1990s wars in a responsible and multi perspective way, and was awarded the 2019 Global Pluralism Award. Click here to learn more about the first LHH project and its results.  

Working off these recommendations, the team of authors of the LHH2 project will develop ready-to use learning activities and strategies for teachers teaching the 1990s wars in the classroom. These learning activities and strategies will pose questions like: 

  • How can teachers teach events that are not yet considered “history,” but are everywhere in the public sphere?  
  • How can teachers navigate the controversies of students’ personal family stories, contradictory national narratives, and competing ethnic victimhoods?  
  • How can they offer a balanced view of the wars to students while meeting curriculum requirements? 

Click here to learn more about the LHH2 project.  


How to Apply
Please send the following to by 9:00 CEST, 16  August 2021 to apply: 

Curriculum Vitae (max 2 pages)
✔ Motivation Letter (max 1 page)
Challenge (max 5 pages)

All documents must be in English except when otherwise specified.


Authors must have the ability to design a  lesson plan that other teachers can follow and implement. To demonstrate this, please submit a brief lesson plan on the events of  the 1990s in the provided template. You should fill all sections of the template, and describe how your topic is relevant to the  project and can apply to the wider context of  improving education in the region. Please also provide 5 sources. Sources can be in the local languages, but their titles must be translated into English. If you choose to use an Internet source, please include a screenshot that ensures it can be viewed even if the source is taken down.  

The selection will be made mid-September,  based on the eligibility and award criteria (see below). Applicants need to score at least 60 points to be eligible. We will select 12 authors, with a view of representation of the entire region. We may contact applicants if we require more information.  

Thank you for your applications!


Applicants should be living and working in the region of the former Yugoslavia and have a working level of English and/or BCMS languages. Experience with developing educational resources, an interest and knowledge in history, and motivation to put the LHH recommendations into practice are assets. Please describe in your Letter of Motivation how you meet this profile.  

It is possible to apply as an individual or as a group. Groups must be multinational (maximum one team member per country) and have a designated group leader. The group fee will be the equivalent of the Authors fee + the Contributors fees (see below). The costs for travel and stay will be covered for all team members. Please submit only one challenge and motivation letter per team submission, but a separate CV per team member.  

What we offer: 

This is an opportunity to: 

  • Work in a multinational team on a meaningful and interesting project; 
  • Gain experience in the development of educational resources; 
  • Each team meeting will include training workshops led by field experts, a cultural programme (e.g. museum visits, city tours), and moments for team members to exchange ideas and sources, work together, and discuss issues of teaching recent history; 
  • The costs for participation in the meetings (including travel, accommodation and catering) will be fully covered by the project; 
  • The final work will be designed, edited, and published in multiple languages to be widely disseminated in the region, crediting you as an author; 
  • Each author will receive a fee of 1200 EUR for their work during the entire duration of the project (2021-2023). 

What we expect: 

The learning activities will be developed in teams of Authors overseeing Contributors. As an Author, you would be expected to:  

  • Be responsible for the writing, development, and delivery of 2 learning activities;
  • Oversee a team of contributors for these 2 learning activities; 
  • Contribute sources to one other lesson (overseen by another lead author); 
  • Take part in face-to-face and online working meetings; 
  • Pilot and peer review material developed by other lead authors;
  • Lead a workshop at the end of the project based on the developed learning activities;
  • Be available for the first team meeting 21-24 October 2021 in Belgrade, Serbia.

Lesson development & role of the Contributors 

It is not guaranteed that all lead authors / authors teams will develop the activity that they submitted for the challenge. The topics will be decided once the authors are selected.  

The development of the learning materials will be done as a collaborative process in teams with authors and contributors from all regions. Each team will develop two learning activities. The lead authors / group leaders will help select contributors. Contributors will get a fee of 400 EUR. 

Please indicate in your application whether you would be interested in being a Contributor if you are not selected as an Author.

Eligibility criteria 

  • Currently living and working in the region of the former Yugoslavia (or planning to move there in the very near future).
  • A working level of English and/or BCMS languages.  
  • Complete, correct, and on-time submission. 

Award criteria 

Quality (40 points) is the most important because we need to deliver a high-quality product and because we do not have many means to  work on capacity building in the project: 

  • The quality of the general idea. Is it logical? Is it coherent? Does it make use of an “active work” approach? (10 points)
  • The quality of the writing. Are the ideas clearly and eloquently expressed? Are the learning outcomes easy to understand? (10 points)
  • The quality of the sources. Do they fit the overall idea? Are they suited for the age group? (10 points) 
  • The level of innovation. Is it original? Would it motivate students and teachers to use it? (10 points) 

Relevance (30 points) is very important because we need authors who have a good understanding of what we are doing and make a tangible contribution towards implementing the recommendations: 

  • Relevance for the project. Is the topic about recent Balkan history? Does it support the implementation of the recommendations? (10 points)
  • Transnational relevance. Is this idea relevant for multiple countries in the project? (10 points) 
  • Relevance for curricula. Can the lesson be used within the current curricula? (10 points) 

Motivation (20 points) is important because people who are motivated are more likely to finish their work and continue to be involved after the project has ended: 

  • Personal motivation. Why do you want to be part of this project yourself? (10 points) 
  • Societal motivation. Why do you believe this project is needed for society? (10 points) 

Impact (10 points) is also important because authors with a bigger potential to create impact, can add more to the project, than authors who are not able to create this impact in their communities/regions:  

  • What do you plan to do to share the result of the project beyond the people already involved? (10 points)

Opportunity for EuroClio members: Become a historiana trainer!

Giulia Boschini Opportunities

When it comes to history education, EuroClio has always been a front runner organization for inspiring and empowering teachers to engage learners in innovative and responsible history and citizenship education. One of the long-term Euroclio’s initiatives at the heart of this mission is Historiana. In 2010, Euroclio partnered with Europeana, to co-found Historiana. Since then, Historiana has been an ever-evolving project whose mission is to offer the best possible digital tools for history educators around Europe. 

Historiana works as a digital history textbook of European history. The great advantage of Historiana over its paper counterpart is that thanks to its digital format, it can be constantly updated and improved. Plus, it is eco-friendly! The other advantage of Historiana is that it does not just work as a digital textbook that offers access to thousands of historical sources. In fact, this project would not be possible without the contribution of the Cultural Heritage Institutions, that grant free access to thousands of historical sources. Historiana also works as an interactive platform, which gives teachers the possibility to create e-Learning activities or use ready-to-use ones. These activities have the objective to promote historical thinking skills. 

To promote the use of Historiana, Euroclio is offering to its full, associated and individual members the possibility to follow a a training to become a certified Historiana trainer. Being a certified Historiana trainer means that you will be able to host workshops to support other history educators in their journey to use Historiana in order to promote historical skills among their students. You will play an active role in Euroclio’s mission: promoting historical skills, such as critical thinking and multiperspectivity, and connecting across borders professionals.

If you are interested, it is not too late to become an individual member and learn more about this training! For more information please contact Lorraine Besnier.