Call for Country Experts on Education

Call for Country Experts: Be part of the largest ever data collection project on education

A team of researchers based at the University of Glasgow, together with the Varieties of Democracy (V-Dem) Project at the University of Gothenburg, is working on a project connecting systems of government with educational policies and practices in countries across the world. They will measure up to twenty novel indicators of education practices for all countries in the world and build a completely new database on education, accumulating the knowledge of more than 1,000 education experts. The data will be made public in 2023.

They are looking for participants for their project to act as a Country Expert on Education. Country Experts will be asked to complete a survey on the following topics relating to primary and secondary education in their country (or countries) of expertise: centralisation of the curriculum, political education in school, teacher training and hiring practices, and teaching styles.

If you are interested in participating and have filled out the registration form (see online form below), you will be contacted by the V-Dem team in the next few weeks with more details; the online expert survey will take place between January and February 2022. Participants will be offered a remuneration of 90 USD as a token of gratitude by V-Dem.

Please register if you would be interested in participating by filling in this online form: Click here

Or copy and paste the URL below into your internet browser: https://glasgow.eu.qualtrics.com/jfe/form/SV_e3vrZJpbHm5xbp4?Q_CHL=email

You can learn more about our DEMED-V-Dem joint data collection effort here: https://www.gla.ac.uk/research/az/democracyresearch/datamethods/callforexperts/

Seminar on Global and Postcolonial History Education

Birgit Göbel Opportunities

Organised in partnership with EuroClio for our joint Critical History project, the University of Augsburg invites you to a three-day online seminar on global history and postcolonial 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.


Programme

Erasmus+ project: Critical History: Adapting history education to the challenges of today's digitized, globalized, and diverse societies in Europe
https://www.tlu.ee/ht/project-critical-history
German topic: Global history and postcolonial history

Learning and Teaching seminar
13-15 January, 2022 Online

Link to the seminar, but please also register below:

https://uni-augsburg.zoom.us/j/91969248758?pwd=S3JWNi94U3FXNWI0STVvcDBlQVZtZz09

Thursday 13 January

Morning 9:30-11:30 CET

Introduction of the project and EuroClio
Susanne Popp: Global History and Postcolonial History – an introduction (45 min incl. Q&A)

Afternoon 14:00-16:00 CET

Jan SIEFERT: ’Sideways’ – Structuring global history teaching series in junior high school
using the example of the Samurai (1600/03-1868/1912) and the Silk Road.

Friday 14 January

Morning 9:30-11:30 CET

Dominic STUDER: Global History Perspectives in Swiss History Education

Afternoon 14:00-16:00 CET

Jochen GOLLHAMMER: The world in the classroom. Why can global perspectives in history
education enrich teachers' lessons?

Saturday 15 January

Morning 9:30-11:30 CET

Philipp BERNHARD: A shared history? – Introducing history students to postcolonial
criticism through local ’traces’ of colonialism

Afternoon 14:00-16:00 CET

Dennis RÖDER: The Red Cross during the WW I as an approach to global history teaching
The training will be held in English. However, German contributions to the discussion are
also welcome and will be translated.

Please be sure to register for participation using the online form provided

A new EuroClio project: Who were the victims of the National Socialists?

Enabling young people to gain a deeper understanding of the roots of discrimination in the present by researching the victims of National Socialists is the goal of our new project. To achieve this, we will design, develop, and test local youth-empowered history projects around the key question “Who were the victims of the National Socialists?” in six countries. This will be done by an interdisciplinary cross-border team of history educators, specialists in the history of National Socialism, and museum educators in close cooperation with youth and community members.

Rationale for this project

On paper all citizens are treated equally. Constitutions do not differentiate between sex, gender or religion, ability, and all citizens above a certain age have voting rights.  The reality, however, is very different: Every day there are people in Europe who are suffering from racism, LGBTIQ hostility, anti-Semitism, anti-gypsism, discrimination, and xenophobia. The lack of justice and equality in society, makes people lose faith in democracy and human rights, give space for nationalism and populism, and undermines democratic values and systems. The best chance to realise a future that does justice to the promise of democracy and human rights, is education. To achieve this, there is a lot of potential to learn from the history of the National Socialist in Europe, especially since is the topic that might be most common in the history curricula in Europe.

Youth empowered history projects

As part of this project, students and educators from 6 countries representing North Europe, West Europe, Central Europe, East Europe, South Europe, and South East Europe. Our idea so far, is that students will start learning from the sources they like - such as games, tv series and books. They will then continue learning through place-based learning at museums, memory sites, archives, and NGO’s, and use their findings to improve their answers. Finally, they will learn from historical sources – selected by their teacher - to get an even fuller understanding of who the victims were. By this point, students will have acquired deep knowledge of all victims, including those who received less attention in the past (such as people with disabilities, Roma, Sinti, and Travellers, LGBTIQ, political dissenters). As a final step, the students will us their acquired knowledge to reflect on contemporary issues and think what can be done to prevent historical injustices to continue in the present. In each step of the process, the students will work together with peers, share research findings and lessons learned.

Outcome of the project

The project will result in several outputs that EuroClio and the Max Mannheimer Study Centre, intend to use as part of their educational programmes and membership services, and which will enable them to spread this as an inspiring practice across Europe:

  • A promotional video with footage from students and educators who are directly involved in the project that explains the rationale for the project, demonstrates how the project works in practice, and convinces educators to explore and use the toolkit.
  • A toolkit with a step-by-step instruction on how to design the history project for students, support materials (such as the peer-to-peer tutorials) for each step, including preparation and assessment. The toolkit will be translated in the official languages of the countries where the student history projects take place.
  • A research report on the effectiveness of the project in terms of learning outcomes.
  • An internal and external evaluation of the project.

A say for communities affected by the history

For the development of the project, we will consult representatives and members of the Jewish community, LGBTIQ community, Roma, Sinti, and Travellers, and people with disabilities on the design of the toolkit, and seek advice from academics who are specialised on the history of these groups during the National Socialist era. For each of these group there will be a Council Member representing this group.

A new partnership

The Max Mannheimer Study Centre is an extra-school educational institution that aims to enable, first and foremost, young people from throughout the world to take a more in-depth look at contemporary history. The educational services include single or multiple study day courses for school classes, youth association groups, students, and other interested groups. The Max Mannheimer Study Centre is running a variety of projects, including international youth exchanges, and offers educational programme for schools, teachers in training, and NGO’s. The focus is placed on examining and discussing the National Socialist period in general, with special reference given to the history of the Dachau concentration camp. Our joint project offers the Study Centre an opportunity to make teaching about the Holocaust easier in Europe, to reach more teachers and more students through participant-centred-learning. The project teams will benefit a lot from the knowledge and experience of the Study Centre, on the Holocaust and crimes committed by the National Socialists.

A new agenda

The project is supported as part of the Education Agenda NS-Injustice, an initiative of the German Federal Ministry of Finance (BNF) and the EVZ Foundation Remembrance, Responsibility and Future, which was created in response to the worrying increase in antisemitism, antigypsyism, racism and LGBTIQ hostility and acts of violence and attacks, such as the recent attacks in Hanau and Halle, are occurring with increasing frequency. The idea is that lesson about the National Socialist past and the visualization of experiences of those affected by persecution, will reinforce democratic attitudes, and counteract antisemitism, antigypsyism, racism and LGBTIQ hostility, and project like these, are needed because learning about this period is on the decrease, with generation of survivors and with increasing temporal distance.

Next steps

The next steps will be to work with the project advisors and partners, on the human resourcing of the project. As soon as we are complete, we will all the team members together for a work meeting early next year at the Max Mannheimer Study Centre in Dachau.

Are you interested in this new EuroClio project or believe that you can help us achieve the project outcomes? Please email Executive Director Steven Stegers (secretariat@euroclio.eu).

Online workshop 11 November: The Power of Song

Andreas Holtberget Opportunities ,

Do some songs refer to a significant historic moment or time? Remember when a song brought back memories? What do the words of that song even mean? Songs have been used from propaganda to national anthems and beyond throughout history.

Join the workshop on the Power of Song and learn how to use carefully chosen songs in your history classroom. How might you deconstruct parts of a song in a fun and interactive way?

Workshop Leaders:
Elise Storck and Hiranyada Dewasiri

This event will be in English and Sinhala with simultaneous interpretation to Tamil.

Join us online 11 November at 13:30 CET (18:00 Colombo)

Online workshop 28 October: Using Historical Reasoning in the Classroom

Andreas Holtberget Opportunities , ,

Co-organised with historicaldialogues.lk, EuroClio is pleased to invite to a webinar on the use of counterfactual history in the classroom Thursday 28 October at 14:30 CEST (18:00 Colombo)

What if counterfactual history didn’t exist? What would that mean for our understanding of history and especially for history taught in schools? In this workshop we investigate the difference between the past and history. We will see that – while ‘the Past’ isn’t – ‘History’ is as much a construction as ‘Counterfactual History’ is and that the possibilities of counterfactual thinking for historical reasoning can enhance the quality of history taught in schools and the motivation of our pupils for history.

All starts with the 'What-if’ question with which this introduction began. If there wasn’t counterfactual thinking or counterfactual history, then history education would be much more boring and less motivating for our students.

This workshop will explore this concept of Historical reasoning using examples of counterfactual situations from popular Sri Lankan history with inputs from pedagogues. We are open to discussing in what form and space these ideas could be tried out in the classroom.

Workshop Leaders: Paul Holthuis and Dilshan Fernando

Language: English with Sinhala and Tamil Interpretations options

Online Workshop 16 October: Using Oral History in the Classroom

Andreas Holtberget Opportunities ,

EuroClio and historicaldialogue.lk are pleased to invite to a new workshop on creative teaching methods. This time we look at strategies for using oral history in the classroom.

We explore theoretical underpinnings, discuss connections to curricula, provide step-by-step strategic guidance for designing and implementing a project, and explore completed and ongoing oral history projects.

The workshop is part of History that Connects - Sri Lanka, an initiative to support the development of History Didactics in Sri Lanka, but we encourage all educators with an interest in oral history for use in education to join the workshop regardless of their location.

Join us on Saturday 16 October at 12:30PM CEST / 4PM Colombo. Registration is free of charge and the workshop will feature simultaneous interpretation from the English original to Sinhala and Tamil.

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. 

TECHNICAL ASPECTS

  • 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

Prize:

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 adriana@euroclio.eu 

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: http://www.gei.de/en/fellowships.html

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