Call for Papers – International Society for History Didactics (ISHD)

Lorraine Besnier Opportunities

The International Journal of Research on History Didactics, History Education, and History Culture. Yearbook of the International Society for History Didactics (JHEC) is the official journal of the International Society for History Didactics. The journal is issued once a year and publishes peer reviewed papers in English. The abstracts are tri-lingual (English, French, German). The tradition of the journal goes back to the year 1980. The journal continues the former journal of the ISHD, which was published as "Yearbook - Jahrbuch - Annales. Journal of the International Society for History Didactics".

The 2020 issue of the JHEC will deal with the topic of 'Historical education and migration‘

We welcome theoretically and empirically oriented papers related to various aspects of migrations in history education, based on local, national and international research. They may include but do not have to be limited to explorations of national and/or world history textbooks and/or curricula with regard to the presentation, interpretation, and historical assessment of migration history and of migration movements in the context of national or world history narratives; exploration of new theoretical concepts, research findings, teaching concepts and best practice examples related to the teaching of migration history; explorations of the teaching of migration history in history lessons, e.g. explorations of the beliefs and ideas of teachers, students, and/or teacher students about migration and migration history; explorations of the impact of personal migration experiences (1st, 2nd, 3rd generation) on history teachers, students, and/or teacher students and on their attitudes to teaching (migration) history; explorations of public discourses that use the past to deal with current (im)migration and/or of public history dealing with migration history. International, diachronic, and/or cross group comparisons are welcome. As always, articles on other topics related to history didactics, history education and historical culture, will be considered for publication in the "Forum" section of the Journal.

Overviews of literature and reviews of book related to history didactics, history education and historical cultures are also welcome, but please consult managing editor at
joanna.wojdon@uwr.edu.pl prior to submitting your review.

The deadline for submission of papers is February 10, 2020.

For more information visit their website here.

Call for Workshops at the 27th EUROCLIO Annual Conference

Alice Modena Opportunities

Do you know a teaching method on how to deal with controversies and disagreement in the classroom? Do you teach about People on the Move, Borders, Surviving under Pressure, or (controversial) Cultural Heritage? Then, we invite you to apply to become a workshop host at our upcoming Annual Conference!

We are looking for workshops that are interactive, innovative, and that deal with the conference theme or with the sub-topics. Each workshop should last no more than 90 minutes, and present ready to use teaching methods that participants could apply in their classroom. More information can be found at this link. The deadline for application is Sunday 01 December 2019.

If you have any question on the Call for Workshops, please contact us at alice@euroclio.eu.

If you would like to apply, please fill in the application form below.

Step 1 of 2

Please specify the relation of the workshop to the theme of the conference, as described in the Conference description available on the EUROCLIO website (Max. 200 words)

Will your workshop present (an) interactive element(s)? If yes, which one?

Call for Papers – International Research Association for History and Social Sciences Education (IRAHSSE)

Veronika Budaiová Opportunities

International Research Association for History and Social Sciences Education (IRAHSSE) in collaboration with the Société des professeurs d’histoire du Québec (SPHQ) organise 7th Conference on "Teaching and learning history and the social sciences in relation to minorities-majorities dynamics in a national context" will take place on October 15-17, 2020 in Trois-Rivières, Québec.

Focus questions of the conference are:

How does the teaching of humanities and social sciences reconcile with contrasting national contexts characterized by situations of great cultural diversity marked by the presence of minoritized groups? What is the contribution of history and the social sciences to this question? What pedagogies are put in place to implement school curricula and how do they advance teaching around such a sensitive question?

This conference is organised around three axes:

  1. Emerging Challenges characterising majority-minority situations
  2. Aims, curricula, teaching practices and teaching materials
  3. Actors, Teachers, students and other members of the educational community, through the prism of multiple identities in different national contexts

 

For more information about conference click here

For the application form click here

You can send your proposal before November 15, 2019 to airdhss.uqtr.2020@gmail.com

 

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.

 

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 thestageofwar@eshcc.eur.nl before 1 October 2019.

For more information about the conference or the call for papers, please visit https://www.eur.nl/en/eshcc/research/stage-war-2020.

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 steven@EUROCLIO.eu.

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

 

References:

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: www.nece-conference.eu/subsidy.

For the application form click here: https://lcem.lab-concepts.de/reg…/nece2019-subsidy-europe/en.

For further information or assistance, contact: NECE-subsidy2019@labconcepts.de

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.

About RETHINK

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 rethink-education.eu 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 (antonia@euroclio.eu). The deadline for submitting your practice is 6 January 2019.