Grant Opportunity – ‘Democracy Needs Imagination’ by the European Cultural Foundation

Andreas Holtberget Opportunities

The European Cultural Foundation – an organization created 65 years ago for the promotion of European unity by encouraging cultural and educational activities – has launched a second round of their Action Grant ‘Democracy Needs Immigration’

The grant aims to support people who are working for European democratic values. People who are fighting for their rights as citizens, for their right to public space and personal freedoms, and for their right to creative expression. Applications are open to individuals or organisations working at a local, national or transnational level and will support imaginative ideas in the fields of arts and culture, media/journalism, citizen actions, education, digital and even across a range of different sectors.

This is an ongoing call with a deadline of 27 September 12:00 CEST.

Find out more and apply online through the European Cultural Foundation’s webpages.


Vacancy: Junior Project Manager / Fundraiser

Andreas Holtberget Opportunities

Do you have a genuine interest in history and/or education and do you believe in the mission of EUROCLIO? Are you responsible, efficient, reliable, organised, and aware of cultural differences? Are you interested in the role of history education in post-conflict settings in the Balkan region? Are you interested in the day-to-day work of a Non-governmental organisation? Do you have excellent written and communication skills?

Then EUROCLIO could be looking for you! EUROCLIO is hiring a Junior Project Manager / Fundraiser to join the team at the Secretariat. You will be responsible for project management, and contributing to EUROCLIO’s fundraising efforts. Deadline for applications is 2 October 2019.

The application process

Applicants are invited to send their letter of motivation, curriculum vitae (max 2 pages), by email to – referring in the subject line to “Vacancy Junior Project Manager / Fundraiser” before 2 October 2019.

Applicants must be nationals of a European Union member state or have a valid work permit for the EU, and reside or be willing to move in a short time frame to The Netherlands.

  • The first round of interviews will be on 14 October.
  • Selected candidates will go through to a second round of interviews on 18 October. As part of this step, you will be asked to complete a challenge on fundraising.
  • The final decision will be communicated before 21 October.

Read the full vacancy notice here.

Call for Papers for Conference The Stage of War: Academic and Popular Representations of Large-Scale Conflicts

Agustin De Julio Opportunities

Erasmus University Rotterdam is organising an international conference on the 26th and 27th of March entitled The Stage of War: Academic and Popular Representations of Large-Scale Conflicts. War and conflict are depicted differently in academia and popular genres, such as novels, films, tourism, musicals, games, exhibitions and re-enactments, often resulting in tension between the two approaches. The unique aim of this conference is to stimulate an exchange between academic and popular approaches to the representation of violent conflicts.

Contributors are invited to submit papers on topics such as: diversification of war experiences, embodiment and bodily understanding, the commercialization of war heritage, creating immediacy, direct contact with the past, battlefield representations for education, tourism and military training, representing and experiencing authenticity, marginal perspectives/multiperspectivity, and commemoration and re-enactments.

Please send abstracts of max. 300 words and a short biographical statement of max. 50 words to before 1 October 2019.

For more information about the conference or the call for papers, please visit

Producing and consuming research – A powerful ingredient for effective history education.

Sinéad Fitzsimons Opportunities

A call for participation at the 2019 IAEA conference in Amsterdam 

Diversity. Multiperspectivity. Peace. These three terms are at the forefront of EUROCLIO’s approach to History Education. For the past 27 years, EUROCLIO has been dedicated to its mission of inspiring and empowering teachers to integrate these themes into their own teaching. To support this mission, EUROCLIO has created thousands of teaching resources, led hundreds of teacher trainings and has created an extensive network of history teaching professionals dedicated to constantly improving and sharing best practice in the field of History Education across the globe. Over the past decade, this has increasingly involved an attempt to more deeply integrate research into EUROCLIO’s activities and contributions to the world of History Education.

EUROCLIO has been involved in several research studies since it was established in 1992. Recent examples of research initiatives have been the Teachers on Teaching ePact study which considered teachers’ perspectives in the Western Balkans (Dea & Jovonovic, 2017) and the ongoing Learning to Disagree project which involves a research component of assessing what educators need in order to help their students acquire social and civic competences through dialogue, debate and discussion on contested issues. Based on EUROCLIO’s work, we have been asked to chair one the research strands for the upcoming IAIE (International Association for Intercultural Education) Annual Conference in Amsterdam on 11th-15th November 2019. The strand, entitled Multiperspectivity in History Teaching, hopes to present evidence-based research that critically addresses how multiperspective approaches can be applied to teaching and learning history. We would like to call upon those across the wide EUROCLIO network to join us. Here’s why…

The aim of increasing the amount of research activity taking place across the EUROCLIO network is beneficial for several reasons. Firstly, the most powerful audience for dissemination of education research is that which includes both academic and practitioner specialists. This not only ensures that findings can be shared with those who can apply and build on this new knowledge, but it also ensure that rigorous and relevant critique and feedback is given, which is essential for pushing our current understandings of best practice forward. EUROCLIO has a unique network of educators from the formal and non-formal sector, community leaders and academics. Combining this melange of individuals (who are often overlapping in roles) has enabled EUROCLIO to create some very high-quality resources and training sessions that have been able to have a direct impact on classroom improvement. Mobilising this diverse network to jointly engage with research would have similarly powerful results.

Kincheloe’s 2012 book entitled Teachers as Researchers: Qualitative inquiry as a path to empowerment argues that teachers benefit from interacting with research as both a producers and consumers of research findings. Kincheloe’s work has shown that when teachers conduct or contribute to research, their effectiveness in the classroom increases, they feel more empowered and motivated to improve their practice and they also raise their professional status within their teaching community. In addition, when teachers consume research that has been conducted by others, they are more able to reflect and challenge the often ‘top down’ system of education. This deeper knowledge, understanding and awareness of research claims also empowers practitioners in a world of policy power dynamics that often disempower the classroom practitioner (Biesta, Priestley, Robinson, 2017; Priestley, Edwards, Priestley, Miller, 2012). EUROCLIO offers a rich network to empower educators as both producers and consumers of knowledge, thus empowering practitioners to not only develop skills of best practice, but also to be shaping, defining and driving forward ideas of best practice in History Education.

Therefore, we call you to join us at the International Association for Intercultural Education conference and to share, discuss, reflect and collaborate on current research in History Education. Especially, we are calling for research pertaining to applying multiperspectivity in practice. For example: What place do extremist or hateful views have in multiperspective approaches? How do/should teachers integrate personal views of history? What kind of assessment is most/least suited to a multiperspective approach? However, History Education is only one of the 8 strands covered in the conference. For more details about the other conference strands please see the conference website here. Please email your submissions to Steven Stegers at

Please note that the deadline for sending submissions in September 16th.



Biesta, G., Priestley, M., & Robinson, S. (2017). Talking about education: Exploring the significance of teachers’ talk for teacher agency. Journal of Curriculum Studies49(1), 38-54.

Kincheloe, J. L. (2012). Teachers as researchers (classic edition): Qualitative inquiry as a path to empowerment. Routledge.

Maric, D., & Jovanovic, R. (2017). Teachers On Teaching: How Practitioners See The Current State And Future Developments In History Education Across The Western Balkans (Rep.). Hague, The Netherlands: EUROCLIO.

Priestley, M., Edwards, R., Priestley, A., & Miller, K. (2012). Teacher agency in curriculum making: Agents of change and spaces for manoeuvre. Curriculum inquiry42(2), 191-214.


Sinéad Ftizsimons is a EUROCLIO ambassador and former EUROCLIO Board Secretary. She, along with Dr. Marjan Groot-Reuvekamp, established the Teachers as Researchers (TAR) Special Interest Group in 2015. Sinéad is currently a Research Officer in Curriculum and International Education at the University of Cambridge, United Kingdom.

NECE Conference 2019 – Applications for travel subsidies open

Agustin De Julio Opportunities


The 2019 international NECE Conference entitled "Confronting Inequalities! The Role of Citizenship Education." is taking place on the 24-27 October in Glasgow. The four-day conference will focus on the various forms of inequality: class, income, gender race, ethnicity, talent and geography, affect the rights of citizenship in various societies. Among other topics, sessions on how citizenship educators can approach financial mechanisms affecting young peoples’ lives will be held, always with attention paid to rising global challenges such as climate change.


For this event, the NECE Initiative is offering up to 40 travel grants for young participants interested in exploring the consequences of inequality on citizenship rights. The travel scholarships are aimed at supporting young participants financially so that they can cover travel and other associated costs.
The deadline for applications is July 21, 2019.


For more information visit the conference website by clicking here:

For the application form click here:…/nece2019-subsidy-europe/en.

For further information or assistance, contact:

Would you like to host an Historiana Training at your National Event? – Fill in this Call for Interests

Alice Modena Opportunities, Uncategorized

This year, we have the possibility to give a series of Historiana trainings in EU Member States. These trainings will focus on practical tips and tricks about how to use the Historiana eLearning environment to create tailored eLearning Activities that promote historical thinking. The workshops can be adapted to your needs, using exemplar  material relating to any of the following topics:

  1. Ancient Rome and Greece;
  2. The Age of Discoveries;
  3. Napoleon and his Time;
  4. The Industrial Revolutions;
  5. European Renaissances;
  6. Reform and Counter Reforms.

We believe this would be a great opportunity for us to do something exclusive with our members. We have the opportunity to include a training on Historiana with one of our trainers in an event, conference or training that your Association organises between October 2019 and April 2020. Due to donor requirements, the trainings need to take place in a EU-country.

If you are interested to make use of this opportunity, please fill in this call for interests by the 31st of August. We have budget to cover travel and 1-night stay for the trainer for around 6 trainings. We will discuss the suggested options with our trainers mid-September and decide based on availability of the trainers. We will inform all interested members by 20 September.

The results of the call will be shared by the 20 September 2019.

Please insert here the full name of the member association in English

Will your national event be the Annual Conference of your association? A teacher training event? Another type of event? Please, describe briefly what the event will be about and what will be in the programme.

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

Francesca Rabitti Opportunities

The Georg Eckert Institute for International Textbook Research – Member of the Leibniz Association (GEI) is announcing the Call for Applications for the institutes’ Research Fellowships and the Otto Bennemann Grant in 2020.

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 both in Germany and around the world 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 application process can be found on Georg Eckert Institute website.

Research Fellowship Programme.

Otto Bennemann Frant For Innovative Methodological Approaches in International Textbook Research.

Deadline for applications is September 15, 2019.

Call for Practices on Remembrance Education

Jaco Stoop Opportunities, Project Updates

Do you have a remembrance practice or strategy that really works for your students or participants? Increase it’s impact, by making it available across Europe! Share your practice with our team of experts. Selected practices will be piloted by these experts with their own students, and used for the production of a handbook on remembrance education.


RETHINK is a 36-month project, designed to shed light on the educational programmes that have been developed in the field of remembrance education. This project will make non-formal practices more widely available through the development of an online platform, which will also serve as the starting point for the creation of a new network for memorial institutions. This network will facilitate transnational collaboration between like-minded institutions and enable the development of new programs focused on linking past and present challenges while enhancing critical thinking skills among learners. For more information about the project, check out and our project page.

What are we currently working on?

We aim to bridge the gap between formal and non-formal education, by looking at practices developed by remembrance education. A group of experts is trying these practices in different educational contexts, transferring them from formal to non-formal education, and from one geographical context or target group to another. This process we call upscaling. For example, we take practices from memorial sites and try (parts of) them in a formal classroom setting. Or we take a school project or teaching strategy and apply it in a non-formal context or in another country.

What are we looking for?

We are looking for practices that are easy to replicate by others. This means that ideally the practices take little time and effort, are free or not too costly, and do not rely on others to be implemented. Specifically, we are looking for practices that are:

  • Focusing on remembrance education: specific focus in this project is on Holocaust/Shoah and other mass atrocities.
  • Transferable: not overly specific to certain contexts but (partly) applicable in a variety of schools and classroom settings.
  • Critical thinking: should encourage students to think critically
  • Engaging: engaging for students

The submitted practice must give enough detail about its execution, such that an educator could read through it and implement it themselves, so it should outline any resources needed and the expected time it will take. Please indicate any specific things educators should be aware of, things they should consider before using the practice (or parts of it) in their own classroom.

Feel free to include pictures and diagrams as well as text – anything that demonstrates how to execute the practice.

For more information, please read the entire text of the call here. To submit your practice, please use our online form. If you have any questions, please don’t hesitate to contact Antonia Gough ( The deadline for submitting your practice is 6 January 2019.

Russian Revolution Source Collection: Call for Contributors


EUROCLIO, with the support and collaboration of the Historiana Historical Content Team, is working on a collection of sources containing multiple perspectives on the Russian Revolution. This piloting project is aimed to set the events in revolutionary Russia into a wider international context and explore the different ways in which people – both in the political elites and among the general public – perceived and responded to what was happening in Russia.

The call for contributions was preceded by an introductory online seminar, which received a really positive response, with more than 40 participants and more than 80 people willing to contribute to the collection. The seminar was run twice, on 10 October and on 1 November 2018. Bob Stradling, Editor in Chief of Historiana, delivered a presentation on Historiana and the Russian Revolution source collection project, as well as a practical example on how the source collection would look like.

One of the pillars of Historiana is the transnational and multiperspectivity nature of its historical content. We thought that the best way to do so, was to involve directly our vibrant community members and friends around the world. Through the involvement of the EUROCLIO community, widely spread all around Europe and beyond, we hope to collect valuable and diverse sources that reflect different views and perceptions on the Russian Revolution.

This consists in the first pilot project for involving the EUROCLIO community in the making of Historiana and its content. The sources collected will be then curated by the Historical Content Team, and a representative selection of them, will be published on Historiana, contributing to enrich its historical content.

Would you like to participate?

If you would like to know more on the project and have a better insight, you can see the presentation and an example of a source collection showed during the seminar via the following links:

If you think and would like to contribute, we made available a form on our website to upload sources. The form asks you to specify some general information regarding the contribution (title, nature of the source, original language) and also some information on the content (which perspective is represented, to which specific event is it related).

We thank you very much for your involvement and we are looking forward for your contributions!

Registrations for the Annual Conference 2019 are open!


EUROCLIO is proud and happy to announce the official opening of registration for our 26th Annual Conference & Professional Development and Training Course Bringing History to Life! – making history education meaningful to all students.

The conference will take place in Gdansk, Poland from Thursday 4 to Sunday 7 April 2019.

How to interest all students in learning history? How to bring history to life? Join us in Gdansk and learn about these topics through active workshops and panel discussions, school visits, on-site learning, and intercultural events!

Do not hesitate to register: there is an Early Bird ticket price that will only apply until 14 December 2018!

You can register by clicking this link:
For more information and the draft programme, click here: