Deadline Extension: Global Pluralism Award

EuroClio Opportunities

Global Pluralism Award submissions are being accepted through to June 30

Champions of pluralism are now more important than ever!

Ottawa, Canada, April 15, 2020 – Given the unprecedented crisis of COVID-19 and the disruptions and uncertainty it has caused for so many organizations and individuals, the deadline for submissions to the Global Pluralism Award is now extended to June 30, 2020. 

The Award, presented by the Global Centre for Pluralism, recognizes and supports individuals, corporations, academics, civil society and governments from around the world that are working in creative and high-impact ways to build societies where everyone belongs. Three winners are chosen by an independent, international Jury chaired by the Rt. Hon. Joe Clark, former Prime Minister of Canada to share a prize pool totalling $150,000 CAD. The Centre seeks to amplify the winners’ work with media opportunities, new partnerships, mentorship and other supports.

“Amidst the current global health crisis, and global inequalities it is surfacing, the work of pluralism needs to be recognized and supported more than ever. By extending the deadline, we want to help candidates from the most affected countries and regions complete their submissions for the 2021 Award. We also hope to receive submissions from some of the incredibly inspiring initiatives that have emerged in these times of isolation to build community connections and tackle exclusion,” said Meredith Preston McGhie, Secretary General of the Global Centre for Pluralism. 


Apply or nominate:

Nominate Online


Ottawa, Canada – March 3, 2020 – Individuals and organizations that are doing exceptional work to build thriving, diverse societies are sought for the 2021 Global Pluralism Award, presented by the Global Centre for Pluralism. Submissions are now being accepted at until April 30, 2020. 

Through creative and high-impact initiatives, Global Pluralism Award recipients are building societies where differences are genuinely respected and valued. Individuals, businesses, academics, civil society and government bodies from around the world are eligible for the Award. Three winners are chosen by an independent, international Jury chaired by the Rt. Hon. Joe Clark, former Prime Minister of Canada to share a prize pool totalling $150,000 CAD.

“The goal of the Award is to shine a light on the tireless leaders and ground-breaking organizations that are shaping how we tackle exclusion now and into the future. The inspiring efforts of the Award laureates demonstrate how, in concrete terms, pluralism can be strengthened across all our communities, and all sectors of work, worldwide. It is deeply important work that the Centre is proud to support,” said Meredith Preston McGhie, Secretary General of the Global Centre for Pluralism. 

Read the press release

The Global Pluralism Award is an initiative of the Global Centre for Pluralism. Founded in Ottawa by His Highness the Aga Khan in partnership with the Government of Canada, the Centre was created to advance positive responses to the challenge of living peacefully and productively together in diverse societies.

Teaching History Conference 2021 – Call for Proposals!

EuroClio Opportunities

Chalenges in Teaching & Learning History: Issues of Pedagogy & Content

Though several conferences have been cancelled for this spring due to the corona Virus outcome, the Teaching History conference from the  University of UC Davis is been posponed for the spring of 2021. Join them for the 4th biennial  Teaching History Conference 2021, scheduled for May 7-8, 2021 at UC Davis, in adition to that, is important  to inform that The UC Davis team has planed contingencies if a virtual conference is necessary.

The Call for Proposals is now open and will be due in fall (please note: this is an extended deadline in response to the pandemic). More information will be sent once a more specific date is defined. See below for details about the conference and information on how to submit your proposal.

THIS YEAR’S CONFERENCE invites proposals that engage our question—How can conversations across the K–16 continuum and beyond help us more effectively address pedagogical challenges and contested or controversial histories?

The 2021 conference, “Challenges of Teaching and Learning History: Issues of Pedagogy and Content” furthers this collaborative dialogue by focusing on “teaching hard history.”

Informed by the moment of polarization in which we are living, we welcome proposals that explore the possibilities for overcoming the obstacles we face when teaching history—from difficult topics that generate lively public debate, such as the significance of slavery to the forming of the United States as represented by the public history project of the NYT’s 1619 Project to teaching students the more complicated and complex aspects of historical study as evidenced by Teaching Tolerance’s Teaching Hard History initiative to asking historical questions that elicit a deeper understanding of the past or crafting a narrative for which there may be a limited historical record.In keeping with our mission, we hope the conference theme will produce fruitful discussion across historical fields and among history educators from differing teaching and learning spaces who do not typically have a chance to exchange ideas and practices with each other. This conference offers a space for sharing work with fellow history educators, whether you are experimenting with new methods in your classroom, or you are examining these problems as a researcher (in the field of education, for instance, or the Scholarship of Teaching and Learning), or you educate the public in a museum or via a website. Our hope is that the Teaching History Conference will inspire new professional connections and communities of practice that continue beyond the conference setting.


Andrés Reséndez, UC Davis
Andrés Reséndez is a Professor of History at the University of California, Davis specializing in colonial Latin America, borderlands, and the Iberian world. His The Other Slavery: The Uncovered Story of Indian Enslavement (2016), winner of the Bancroft Prize, considers the enslavement of hundreds of thousands of Indians in the Caribbean, Mexico and the American Southwest between the sixteenth and nineteenth centuries. Reséndez discussed The Other Slavery on Teaching Tolerance’s Teaching Hard History podcast (Season 2, Episodes 7 and 8). He is also the author of A Land So Strange (2007), and Changing National Identities at the Frontier (2005).

Cate Denial, Knox College
Cate Denial is the Bright Distinguished Professor of American History, Chair of the History department, and Bright Institute at Knox College in Galesburg, Illinois. A 2018-2021. Denial is the winner of the American Historical Association’s 2018 Eugene Asher Distinguished Teaching award, and a former member of the Digital Public Library of America‘s Educational Advisory Board. She is the author of Making Marriage: Husbands, Wives, and the American State in Dakota and Ojibwe Country (2013). Her current research examines the early nineteenth-century experience of pregnancy, childbirth and child-rearing in Upper Midwestern Ojibwe and missionary cultures. Additionally, Denial is a pedagogical coach for K-12  teachers and university faculty.

Questions? Email:
Follow @TeachHistConf and #TeachHist21 on Twitter

Invitation for Participation in the Research: Confronting Historical Trauma, Preventing Structural Violence

Charlotte Pontifell Opportunities

The Potentials of Experiential Learning in the Humanities Curricula

Conducted by Dr. Nena Močnik (PI), CY Cergy Paris Université, France.

This is to invite history teachers in all levels of education to participate in the part of the bigger research project with the focus on the quality of teachers’ training in dealing with collective traumas and traumatic pasts in the history classroom. The research seeks to collect the information on the general awareness and knowledge of history teachers when it comes to the potential trauma triggering in history education; defining and recognizing those triggers in the classroom; the availability and the quality of the teachers’ training in dealing with the traumas in the classroom; connecting historic traumas with students’ traumas as consequences of current social injustice; suggestions for improving the existing trainings.

The collection of data consists of semi-structured interviews with history teachers. Due to the COVID-19 situation, the PI dr. Nena Močnik invites teachers to respond to this invitation and join the research via pre-scheduled online call (Viber, Whatssap, Zoom, Skype and other means of online communication). The conversation should last no more than 40 minutes, depending on the respondent.

To respond to this invitation, please send your email to: or message over FB ( Your contribution and your time invested in the research will be highly appreciated.



CONFRONTING HISTORICAL TRAUMA, PREVENTING STRUCTURAL VIOLENCE: The Potentials of Experiential Learning in the Humanities Curricula

While on the surface it may seem as the international community has made significant progress in acknowledging violent pasts and its toxic legacies in terms of collective traumas, rarely has the vanity of ‘never again’ been so undeniable as in our current social reality. The evidence shows that structural violence that normalizes the perpetuating oppressions, expressions of hatreds, and social exclusions is at least partly learnt through the unhealed and transmitted collective traumas. The latter has now been widely incorporated to history syllabuses yet understanding of the transmission process needs to go beyond disciplinary limitations, cognitive recognition and classroom explanation. Rapid globalization calls for radical shifts in institutional education for next generations to successfully navigate their social realities affected by insecurity, economic instability and marginalization, all rooted also in historical traumas. Designed as action research, this study investigates the potentials of experiential learning tools in the humanities curricula as effective path toward addressing the transmission of historical trauma in our efforts to limit diminish the structural violence related to it. Four clusters of ELT – problem-solving; project-based; active-learning; place-based – will be analysed, re-designed, tested and evaluated. Research results seek to be published as peer-reviewed articles, teaching handbook and in the form of teachers’ training.


Nena Močnik holds PhD in Balkan Studies from University of Ljubljana, Slovenia. She is a university lecturer and a researcher at Université de Cergy-Pontoise, France. She was awarded Bank of Montreal Award in Women’s Studies (University of Ottawa, 2018) and recipient of several fellowships including EnTe Fellowship (New Europe College, Bucharest, 2016-2017), ICNC-Fletcher Institute for the Advanced Study of Nonviolent Conflict (Tufts University, 2016) Brown International Advanced Research Institute Fellowship (Brown University, 2015) and Fulbright Visiting Scholar Fellowship (University of Southern California, 2014). She is the author of two monographs: “Sexuality after War Rape: From Narrative to Embodied Research” (Routledge 2017) and War-related Sexual Violence and Trauma Transmission: Reconciliation and Peacebuilding in Post-Conflict Settings, Routledge 2020). She has contributed several peer-reviewed articles that deal with post-war narratives, sexuality and violence, and use of community theatre within marginalized context. She edited special issue “The cost of bearing witness: Secondary trauma and self-care in field-work based social research” (published by Social Epistemology, 2020) and is currently editing Routledge edited monograph, “Engaging with Historical Traumas: Experiential Learning and Pedagogies of Resilience” (forthcoming in 2021). In 2018, she was invited as the external expert at ReThink project (Remembrance Education for Thinking Critically). With financial support of European Commission – European Remembrance program, and 7 university and NGO partners, she initiated and leads a project “#Never Again Teaching Transmission of Trauma and Remembrance through Experiential Learning”. In February 2020 she delivered a key note “Waging Violence in the Digital Age” at the Nordic Summer University, Gdansk, Poland.

Seeking Instructional Designer for Professional Development

Charlotte Pontifell Opportunities

The Global Centre for Pluralism is seeking an instructional designer to support the development of effective interactive learning experiences for six online modules based on content developed by the Centre. The Consultant will apply best practice learning design methodology to provide detailed feedback, develop exercises and create tests or quizzes that align with the Centre’s learning outcomes.


Instructional Design Consultancy
Terms of Reference

Position: Short-term consultancy
Location: Home-based; availability to meet with Ottawa-based staff electronically
Duration: Estimated 100 hours over a period of 8 weeks (April – June, 2020)
Hourly rate: 40$/hour

Founded by His Highness the Aga Khan in partnership with the Government of Canada, the
Global Centre for Pluralism is an independent research and education centre created to advance
positive responses to the challenge of living peacefully and productively in diverse societies.
For more information, please consult:

The Global Centre for Pluralism is seeking an instructional designer to support the development
of effective interactive learning experiences for six online modules based on content developed
by the Centre. The Consultant will apply best practice learning design methodology to provide
detailed feedback, develop exercises and create tests or quizzes that align with the Centre’s
learning outcomes. To understand the GCP’s Education Program more broadly and our
Professional Development Training specifically, please refer to:

Duties and responsibilities
• Review and analyze content of six 2-hour modules (video scripts, readings, discussion
prompts, and assignments) and make recommendations based on best practices in
learning technologies and instructional design.
• Review instructional end goals and ensure that content and assessment matches them.
• Provide exercises and activities that enhance the learning process.
• Devise modes of assessment, such as tests or quizzes, to measure the effectiveness of the
• Visualize instructional graphics, the user interface and the finished product.
• Work collaboratively and meet weekly (online) with the Centre’s education staff, as well
as WhiteBoard animators and a Learning Management System expert to finalize the

Requirements and qualifications
• 3+ years of hands-on experience planning, designing, developing or producing course
• In-depth knowledge of learning theories and instructional design models.
• Ability to write effective copy, instructional text, audio and video scripts.
• MA degree in instructional design, educational technology (or similar relevant field) or
demonstrated equivalent work experience.
• Hands-on experience working with Learning Management Systems (LMS).
• Understanding of the use of mobile applications, web 2.0 applications and social
networking applications in education development.
• Excellent interpersonal, collaborative, and communication skills in English.

Qualified applicants should send their resume and cover letter by:
Subject Line: Instructional Design Consultancy
Deadline for Submission: April 13, 2020

Only shortlisted candidates will be contacted.

Berlin Social Justice Education Conference

Charlotte Pontifell Opportunities
Rose Reiken and Sydney Eisenberg — Humanity in Action Fellows, US university students, and educators — are hosting a professional development workshop from June 5-7 in Berlin for history teachers that introduces a pedagogical approach from an American nonprofit Facing History and Ourselves. Facing History encourages students to think critically about social difference and consider their own capabilities to influence society through learning history. You can learn more about their model here and their work globally here. At this workshop, they will provide meaningful training and materials about teaching history, specifically focused on Holocaust education and how it can shift to engage students generations apart from survivors in an increasingly diverse European context. This workshop will be conducted in English and is generously supported by Humanity in Action and Foundation EVZ. Their goal is to empower teachers with practical, pedagogical approaches that promote engagement, empathy, and intellectual curiosity from students. Please fill out this form if you are interested in attending. You can reach out to Rose ( and Sydney ( with any questions. Thank you!
  • The conference is primarily targeted to German teachers, but teachers from across Europe are more than welcome to attend! The vast majority of the program will be applicable to any context, not only German. (The German specific work will be in visiting sites or hearing speakers from a German/Berlin context, which should still be interesting to other European educators!) The conference will be entirely in English, so attendees should be comfortable English speakers.
  • The final deadline to register will be May 15th.  As of now, interested teachers should fill out the form from the blurb ( They will follow up with everyone with the official registration form in the coming months.

Learning to Disagree – Professional Training for History teachers

EuroClio Opportunities

Are you a History teacher in secondary education? Do you see controversial topics as a challenge, and are you eager to tackle them with your students?

Or, have you found yourself avoiding a controversial historical issue in the classroom because of the lack of educational resources to teach it properly? Then, the Learning to Disagree training will be an ideal opportunity for you to be introduced to new pedagogical techniques and teaching styles.

Learning to Disagree is a Professional Training and Development Course for history teachers, which will take place during the upcoming months in the following countries:


Bulgaria date and location to be confirmed

Croatia date and location to be confirmed

Estonia date and location to be confirmed

France date and location to be confirmed

Greece date and location to be confirmed

Hungary 07/03/2020 (Budapest). A second training will take place in Miskolc in Fall 2020.

Italy Online, 08 July 2020.

Slovakia date and location to be confirmed

Slovenia date and location to be confirmed

Spain date and location to be confirmed

Turkey date and location to be confirmed

United Kingdom date and location to be confirmed

Contents of the training

A set of specifically designed educational material dealing with difficult historical and political topics. It is divided into four thematics: Borders (including Separatism and Annexation), Surviving Under Pressure (including Famine and War), People on the Move, and Cultural Heritage. The selection of the material that will be used in the training will vary in each training. The lessons are designed based on a concept called Variety of Viewpoints; a collection of contrasting quotes from politicians, journalists, and locals, on which the students are asked to comment.

A series of engaging educational activities structured around debate and dialogue. A prominent example is the fishbowl method, in which a circle of students discusses in the center of the classroom and the rest of the students act as observers and journalists, who later comment on the quality of the discussion. You will learn how to facilitate these activities in the classroom, according to your students' needs.

Innovative lessons require innovative assessment too. In this training you will learn how to assess the results of the activities that are focused on debate and dialogue, both for each student individually, and as a group experience. You will learn how to monitor students' civic competences.

A presentation of the Learning to Disagree project findings regarding what is needed in policy to further promote democratic values and mutual respect in education.

You can join

All trainings will be in the national language of each country.

Participation is free but a registration to the training is needed. Stay tuned for the announcement of exact dates and places. Please keep in mind that the amount of participants may be limited.



The Learning to Disagree trainings are part of the Learning to Disagree Project

Call for contributions for the 2020 HRC report of the Special Rapporteur on the right to education – Cultural dimension of the right to education

Andreas Holtberget Opportunities

The UN Special Rapporteur on the right to Education, Ms. Koumbou Boly Barry, is currently preparing a thematic report on the cultural dimension of the right to education. It will address how education systems can provide inclusive and quality education while reflecting and enabling the flourishing of cultural diversity and the cultural rights of each person.

Considering the many links with cultural rights, the Special Rapporteur invites organisations working on cultural rights to consider answering to the attached questionnaire, and will welcome your contributions in this discussion.

The deadline is 20 February. Replies should be sent by email to in word format and a maximum of 2500 words in English, French or Spanish. See attachments for the questionnaire and more info.

Podcast: Handy History Teaching Tips

Andreas Holtberget Opportunities

Handy History Teaching Tips are conversational podcasts designed to help history teachers with tips, examples and ideas about history teaching. Sally Thorne is a head of department and senior examiner. EuroClio Ambassador Helen Snelson was a head of department and now trains history teachers.  With many years' teaching experience, both regularly write resources and present at conferences. Proudly history specific and practical in their approach, the podcast aims at becoming something of a problem page for history teachers.

Be sure to listen in and if you’re wrestling with something particularly tricky and need some help, drop them an email at!

Georg Arnhold International Summer Conference – The Potential of Education for Integration

Veronika Budaiová Opportunities

Georg Arnhold International Summer Conference in Berlin, Germany | June 22-26, 2020

The Georg Eckert Institute for International Textbook Research (GEI) is pleased to announce the call for papers for this year’s Georg Arnhold International Summer School, which will take place in Berlin, Germany, from 22 to 26 June 2020.

This year’s conference will examine the interaction between education and the social integration of
migrants, refugees and displaced persons, (national) minorities and indigenous societies. Participants
will discuss integration concepts that accommodate regional differences in education systems,
resources and social conditions.

You can find the complete call for papers and information about the application at:

Deadline for submission of abstracts: February 23, 2020.

The Evens Education Prize 2020

Katria Tomko Opportunities

For the 2020 Evens Education Prize we are looking for inspiration and new ideas to foster the motivation and abilities to think critically about social questions.

To counteract the fact that practice and research are often two worlds apart, the new Evens Education Prize, Critical Thinking as a Practice of Freedom, invites applications in two categories:

  • Embedded practices that support critical thinking about social questions
  • Scholarly but practice-oriented work that furthers our understanding of practices, pedagogies, curricula or projects that foster critical thinking, and the conditions in which education for critical thinking can thrive

The call is open to a broad variety of practices implemented in institutional and non-institutional spaces by teachers, scholars, students, educators, youth workers, artists, civil society organizations, citizen groups etc. This includes formal, non-formal and community-based education for youth as well as adults.

Selection criteria for jury deliberations

Ideally, the practice or research:

  • understands diversity in its broadest sense, emphasizing differences not only between but also within groups;
  • focuses on both the motivation and the development of intellectual dispositions and abilities to think critically and on the integration of imagination and emotional growth;
  • values the process of thinking and learning together;
  • reflects on the different and sometimes conflicting conceptions of critical thinking held by participants from diverse backgrounds;
  • takes the particularity of each context into account while at the same time working towards the sustainable development of critical thinking ability and motivation across contexts.

The Evens Foundation, aware of the ambitiousness of the criteria, invites candidates who meetsome but not (yet) all of the criteria above, especially if efforts are being made to meet more of these criteria in the future.

Formal criteria (must be fulfilled)

  • Only applicants based and operating in Europe* can participate.
  • Only ongoing or recent (initiated in the past two years) practices and research are eligible.
  • The laureates of the prize must be willing to take part in future projects of the Evens Foundation related to the focus of the prize, in particular regarding the dissemination of the winning practice or research.

If you would like to apply, please read the Call for Applications carefully, download and fill in the Application Form and send it to Marjolein Delvou by 15 March at the latest.

Learn more about the opportunity and apply via the links below.