Call for Applications local.history International 2020

Zaira Bulgheroni Opportunities

Call for Applications 2020!

It is with great pleasure to announce that the Foundation EVZ is launching a new funding program entitled local.history. This funding provides support to local initiatives and associations in their endeavours to create and shape a local remembrance of the National Socialist era.

The funding program supports local and regional history initiatives from Central and Eastern Europe. The main goal of the programme is to reappraise the remembrance of the era of National Socialism and the Second World War. A particular point of focus is the persecution of various ethnic groups and minorities during the National Socialist period.

The major topics addressed are the history of National Socialism, forced labour under the National Socialist regime, the Holocaust, as well as the remembrance of various persecuted groups.

The formats of the projects are open-ended; therefore, workshops, podcasts, exhibitions, graphic novels and more are welcomed, as long as the chosen formats suit the projects’ objectives in a way that contributes to the sharing of local cultures of remembrance.

Are you interested? Please submit a project proposal before June 15, 2020. You can find the call for applications here.


Sign up to pilot our new eLearning platform on remembrance education!

This summer, the RETHINK team (Remembrance Education for THINKing Critically) will launch its eLearning Platform. We are looking for 20 members of our network who would like to pilot modules of the platform before its official launch. The eLearning Platform is designed as a professional development opportunity for teachers and educators, so there is no need to pilot it with students.

The structure of the eLearning platform

The eLearning platform consists of 8 different modules, and each pilot volunteer is asked to try out a minimum of two modules (but you can try more if you like!).

Modules and Time Lengths:

1. Making the past relevant for today - 50 min

2. Applying multiperspectivity to remembrance education - 50 min

3. Methodologies and approaches (this section is divided in modules 3A, 3B, 3C)

3A. Preparation for a visit to a remembrance site - 60 – 90 min

3B. Teaching with video testimonies of victims of national socialism - 50-90 min

3C. Making the most of digital archives in class - 35 min

4. Challenging exclusion: thinking critically (this section is divided in modules 4A, 4B, and 4C)

4A. Dealing with hate speech - 50 min

4B. Addressing propaganda today - 100 min

4C. Prejudices & stereotyping: in everyday life and throughout history - 30 min

There is a maximum number of slots per module, and we will operate on a first come, first served basis, so signing up for a module in a timely manner is essential.

How will the piloting work?

We will arrange short (15-20 minutes) Skypes in early June with pilot volunteers to present the RETHINK project and partnership, in order to provide context for the eLearning platform. The piloting will then take place in the second half of June, and pilot volunteers will receive a short feedback form to fill in with their thoughts on the experience.

To collect further qualitative feedback, we will also plan short online focus groups with pilot volunteers who tried out the same modules. These will take place in July, and participation to them will be optional. It will be a great opportunity to meet colleagues from all across Europe, and to let us know what you thought of the modules you tried out.


Both the pre-piloting conversation and the post-piloting focus groups will be hosted by Alice Modena and Catherine Savitsky. If you are interested, please reach out to Alice Modena at

Call for Action: Petition for Access to French Public Archives of Contemporary History

Zaira Bulgheroni Opportunities

In February 2020, a group of French historians, who are part of the Network of Concerned Historians, created a petition with the goal of lifting restrictions to public archives of contemporary history in France.

Over the past years, the French government have been tightening rules and regulations concerning the public archives of contemporary history (1940–1970). This has hindered research about topics, such as the Second World War and the decolonisation of Algeria. The Network of Concerned Historians is aware that the protection of secret records is highly important, however, in this case, the recent regulations infringe against the Heritage Code which stipulates that archives containing sensitive information must be made accessible to all after a period of fifty years.

For this reason, the Network of Concerned Historians call anyone interested in safeguarding the freedom of thought and expression in the areas of historical research and teaching to join and sign this petition.



Call for Proposals: Democracy & Media Foundation

Charlotte Pontifell Opportunities

General call for proposals

Do you want to contribute to independent media and a strong, just democratic state?

Do you have an initiative that stimulates independent and critical media, or one that sustains or promotes a strong, and just democratic state? Does your initiative match the Democracy & Media Foundation’s (STDEM) pillars of truth-seeking, innovation in media, fundamental rights and liberties, vigorous democracy or commemoration and remembrance? Then you are welcome to submit a project proposal.

Focus 2020:  Please note that the Dutch general elections will take place in March 2021. Grant proposals on this topic are welcome all throughout 2020.

You can submit project proposals between Wednesday 6 May 2020 and Monday 1 June 2020. It can only be submitted by registering it via our SDM portal. Read this document to find out everything you need to know about this call, regarding the criteria pertaining to the call and which themes might be prioritised. To see an overview of the procedure, scroll down for a link to the infographic.

Are you unsure if your proposal matches the pillars and/or other criteria and therefore would be eligible for assessment within one of the calls for proposals? Please click here for the eligibility check. STDEM will try to let you know within 2 weeks if your proposal is eligible for assessment. If you have not received a response yet close to the deadline of this call, don’t hesitate and submit your proposal!

Note that institutional funding cannot be applied for through these calls for proposals. 

Timeline – General call for proposals 2020-2

Deadline to submit
Monday 1 June 2020 (before midnight)
Decision first round
Tuesday 23 June 2020 by 18:00 at the latest
Decision final round
Friday 31 July 2020 by 18:00 at the latest

The process goes as follows:

Application process SDM – website – EnglishVenngage Infographics

Want to be kept up to date about future calls for proposals from STDEM? Sign up for their newsletter!



Rethinking Past Plagues in the Time of Coronavirus

Charlotte Pontifell Opportunities

Columbia Global Centers | Istanbul and Columbia Global Centers | Tunis invite you to a live webinar on “Rethinking Past Plagues in the Time of Coronavirus: The Ottoman Experience” with Nükhet Varlık, Associate Professor of History, Rutgers University–Newark and the University of South Carolina, in conversation with A. Tunç Şen, Assistant Professor of History, Columbia University, on May 13 at 6:30 pm GMT+3.

About the Talk
We are currently experiencing one of the most disruptive pandemics in modern history. The outbreak of COVID-19 that was first recorded in Wuhan, China and quickly spread across the globe has resulted in nearly 3.7 million confirmed cases to date and more than a quarter-million deaths. Where we stand now, how many it will infect or kill worldwide, how long it will continue, and when—if ever—life will go back to normal are still uncertain. What we know for sure is that this is a pivotal moment and that we are experiencing a historic event that will transform our societies both profoundly and irreversibly. As we wade into this new age of pandemics, it is critical to rethink how we write the history of pandemics. With a conviction that the past helps us to understand the present and the present should help us to rethink the past, we will turn to the legacy of past plagues. This conversation will take stock of the lasting legacies of past plagues because they continue to shape the way we think about new pandemics. In particular, it will address persistent problems, such as European exceptionalism, triumphalism, and epidemiological orientalism that are not only ubiquitous in plague studies, but also staples of public opinion about pandemics, past and present.

Send your questions in advance:

Nükhet Varlık is Associate Professor of History at Rutgers University–Newark and the University of South Carolina. She is a historian of the Ottoman Empire interested in disease, medicine, and public health. She is the author of Plague and Empire in the Early Modern Mediterranean World: The Ottoman Experience, 1347–1600 (2015) and editor of Plague and Contagion in the Islamic Mediterranean (2017). Her new book project, “Empire, Ecology, and Plague: Rethinking the Second Pandemic (ca.1340s-ca.1940s),” examines the six-hundred-year Ottoman plague experience in a global ecological context. In conjunction with this research, she is involved in developing the Black Death Digital Archive and contributing to multidisciplinary research projects that incorporate perspectives from palaeogenetics (ancient DNA research in particular), bioarchaeology, disease ecology, and climate science into historical inquiry. She is the Editor of the Journal of the Ottoman and Turkish Studies Association (JOTSA).

A. Tunç Şen is an Assistant Professor of History at Columbia University. He is a historian of the Ottoman Empire whose research and records of publication revolve around questions about the history of science and divination, perceptions of time, and manuscript culture in the early modern era. He received his Ph.D. from the University of Chicago in 2016 with an award-winning dissertation on astrology and astrologers at the early-modern Ottoman court. His first book project, Masters of Time: Astrologers and Scientific Expertise at the Early Modern Ottoman Court, examines the role and corpus of stargazers in measuring, displaying, and interpreting time from chronological datings to the designation of precise auspicious moments. He is one of the collaborators of the international research project, Geographies and Histories of the Ottoman Supernatural Tradition: Exploring Magic, the Marvelous, and the Strange in Ottoman Mentalities funded by the European Research Council and led by Dr. Marinos Sariyannis. He is also sitting on the advisory board for the Manuscripts of the Muslim World project currently undertaken at Columbia University.

Alliance for Learning in World History

Charlotte Pontifell Opportunities

The Alliance for Learning in World History (ALWH) is a collaboration between educators and history scholars who seek to advance the teaching and learning of world history in classrooms in the U.S. and around the world.  The Alliance sponsors yearly professional development programs that link leading practitioners in world history scholarship, curriculum, teacher preparation, professional development, and educational research.  The ALWH was previously funded by the Social Science Research Council and the British Council and now draws on support from Columbia University and the World History Center at the University of Pittsburgh.

The Alliance is anchored at the University of Pittsburgh and serves as one of the primary education initiatives pursued by the WHC.  Molly Warsh, Associate Director of the WHC and Head of Educational Outreach, serves as the Steering Committee Chair and primary contact for the ALWH.





The day-long event will focus on Teaching the Global African Diaspora with the following featured speakers:

  • Dr. Yolanda Covington-Ward (University of Pittsburgh) on “Interconnected Diasporas: Two Hundred Years of Mobility, Identity, and Community in the Liberian Diaspora”

This presentation examines the long history of connection between Liberia and the United States, with free Black Americans migrating to Liberia in the 19thand early 20thcenturies, and Liberians of all backgrounds coming to the United States as a result of the Liberian Civil War in the late 20thcentury. The presentation will highlight a number of resources that can be used to show the importance of mobility for shaping Liberian identity and community over the last 200 years while also contextualizing events and processes in Liberia within larger global forces and flows.

  • Dr. Mari Webel (University of Pittsburgh) on “Tracing Diaspora: Sources and Histories of the Global African Diaspora”

This presentation examines some of the diverse evidence we can use to understand the impacts of historical mobilities and the global African diaspora and bring this history to life in the classroom.  Exploring a selection of cases, we will discuss sources on agriculture and foodways, health and disease, and global migration circulating from Africa.

The application webform is hereAPPLICATION DEADLINE EXTENDED TO MAY 26, 2020.  Contact Molly Warsh at with any questions in the meantime.


On June 26th, 2019, the Alliance hosted a one-day professional workshop for world history teachers titled “Hot Topics in World History”. Featuring sessions on teaching with comics (led by Prof. Trevor Getz, San Francisco State University), maps in the world history classroom (led by Prof. Ruth Mostern, University of Pittsburgh) and games in the world history classroom (led by Dr. Bennett Sherry, University of Pittsburgh), the event drew teachers from Pennsylvania, New Jersey, Ohio, and Virginia.

If you would like to view and download materials from this workshop, please send an email to with a brief explanation of why these materials will be useful to you.

The ALWH compiles materials that are useful to teachers of World History through workshops and submissions from both college faculty and K-12 teachers.  Access to these materials are by request.  If you would like to view and download these materials, please send an email to Molly Warsh at  Include information about yourself and why you’re interested in the World History pedagogical material.

If you have already received access to the material, click here to be taken to the resources page.

EuroClio is looking for new trainees: are you up for the challenge?

Andreas Holtberget Opportunities

EuroClio invites university students to apply for a traineeship position to enrich their knowledge with the practical experience of working for an international NGO in the field of history education.  Discover the current trainees on our Trainee page.

What does the traineeship offer?

As a trainee, you will learn all about the world of an international NGO. You will get in touch with different institutions, donors, funding organisations, and international associations. Your tasks include communication with members and partners, networking, public announcements, fundraising, reporting, website management, contribution to the development of transnational source collections and historical content and all aspects of office, project and event management. Additionally, EuroClio provides;

  • Remuneration up to 400 euros per month based on a fulltime traineeship (5 days/week)
  • Reimbursement of local travel costs up to 100 euro per month based on receipts for a fulltime traineeship

Who are we looking for? 

For our Fall 2020 (September 2020 – January 2021) traineeships we are looking for dedicated students, that: 

  • Are in the final stage of their University Bachelor degree or in their Master degree.
  • Have a background in History, History Education and/or International Cooperation/Relations;
  • Have skills in Microsoft Office (Outlook, Word, Excel, PowerPoint);
  • Are flexible, motivated and are able to work independently;
  • Are fluent in English (written and spoken);

Knowledge of additional languages, website management (including CMS, WordPress) and design skills are considered an asset. 

Standard traineeships are for a period of 4-6 months. We might consider extending the traineeship period up to one year based on the experience and needs. Interested applicants should send their letter of motivation and CV by e-mail to Catherine Savitsky ( before the deadline of 1 June 2020. 

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.