Call For Authors: Learning History that is not yet History II

Isa Rodenhuis Opportunities

Call for Authors  

EuroClio’s Learning History that is not yet History (LHH) team is looking for teachers and education  professionals from the former Yugoslavia who would be interested in becoming authors of learning  material about the 1990s wars and the dissolution of Yugoslavia.  

We are accepting applications until 16 August 2021 at 9:00 CEST (applications received after the deadline will not be considered). 

The Project 

This is EuroClio’s second Learning History that is not yet History (LHH) project. Our first LHH project developed recommendations for teaching the events of the 1990s wars in a responsible and multi perspective way, and was awarded the 2019 Global Pluralism Award. Click here to learn more about the first LHH project and its results.  

Working off these recommendations, the team of authors of the LHH2 project will develop ready-to use learning activities and strategies for teachers teaching the 1990s wars in the classroom. These learning activities and strategies will pose questions like: 

  • How can teachers teach events that are not yet considered “history,” but are everywhere in the public sphere?  
  • How can teachers navigate the controversies of students’ personal family stories, contradictory national narratives, and competing ethnic victimhoods?  
  • How can they offer a balanced view of the wars to students while meeting curriculum requirements? 

Click here to learn more about the LHH2 project.  


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How to Apply
Please send the following to by 9:00 CEST, 16  August 2021 to apply: 

Curriculum Vitae (max 2 pages)
✔ Motivation Letter (max 1 page)
Challenge (max 5 pages)

All documents must be in English except when otherwise specified.


Authors must have the ability to design a  lesson plan that other teachers can follow and implement. To demonstrate this, please submit a brief lesson plan on the events of  the 1990s in the provided template. You should fill all sections of the template, and describe how your topic is relevant to the  project and can apply to the wider context of  improving education in the region. Please also provide 5 sources. Sources can be in the local languages, but their titles must be translated into English. If you choose to use an Internet source, please include a screenshot that ensures it can be viewed even if the source is taken down.  

The selection will be made mid-September,  based on the eligibility and award criteria (see below). Applicants need to score at least 60 points to be eligible. We will select 12 authors, with a view of representation of the entire region. We may contact applicants if we require more information.  

Thank you for your applications!


Applicants should be living and working in the region of the former Yugoslavia and have a working level of English and/or BCMS languages. Experience with developing educational resources, an interest and knowledge in history, and motivation to put the LHH recommendations into practice are assets. Please describe in your Letter of Motivation how you meet this profile.  

It is possible to apply as an individual or as a group. Groups must be multinational (maximum one team member per country) and have a designated group leader. The group fee will be the equivalent of the Authors fee + the Contributors fees (see below). The costs for travel and stay will be covered for all team members. Please submit only one challenge and motivation letter per team submission, but a separate CV per team member.  

What we offer: 

This is an opportunity to: 

  • Work in a multinational team on a meaningful and interesting project; 
  • Gain experience in the development of educational resources; 
  • Each team meeting will include training workshops led by field experts, a cultural programme (e.g. museum visits, city tours), and moments for team members to exchange ideas and sources, work together, and discuss issues of teaching recent history; 
  • The costs for participation in the meetings (including travel, accommodation and catering) will be fully covered by the project; 
  • The final work will be designed, edited, and published in multiple languages to be widely disseminated in the region, crediting you as an author; 
  • Each author will receive a fee of 1200 EUR for their work during the entire duration of the project (2021-2023). 

What we expect: 

The learning activities will be developed in teams of Authors overseeing Contributors. As an Author, you would be expected to:  

  • Be responsible for the writing, development, and delivery of 2 learning activities;
  • Oversee a team of contributors for these 2 learning activities; 
  • Contribute sources to one other lesson (overseen by another lead author); 
  • Take part in face-to-face and online working meetings; 
  • Pilot and peer review material developed by other lead authors;
  • Lead a workshop at the end of the project based on the developed learning activities;
  • Be available for the first team meeting 21-24 October 2021 in Belgrade, Serbia.

Lesson development & role of the Contributors 

It is not guaranteed that all lead authors / authors teams will develop the activity that they submitted for the challenge. The topics will be decided once the authors are selected.  

The development of the learning materials will be done as a collaborative process in teams with authors and contributors from all regions. Each team will develop two learning activities. The lead authors / group leaders will help select contributors. Contributors will get a fee of 400 EUR. 

Please indicate in your application whether you would be interested in being a Contributor if you are not selected as an Author.

Eligibility criteria 

  • Currently living and working in the region of the former Yugoslavia (or planning to move there in the very near future).
  • A working level of English and/or BCMS languages.  
  • Complete, correct, and on-time submission. 

Award criteria 

Quality (40 points) is the most important because we need to deliver a high-quality product and because we do not have many means to  work on capacity building in the project: 

  • The quality of the general idea. Is it logical? Is it coherent? Does it make use of an “active work” approach? (10 points)
  • The quality of the writing. Are the ideas clearly and eloquently expressed? Are the learning outcomes easy to understand? (10 points)
  • The quality of the sources. Do they fit the overall idea? Are they suited for the age group? (10 points) 
  • The level of innovation. Is it original? Would it motivate students and teachers to use it? (10 points) 

Relevance (30 points) is very important because we need authors who have a good understanding of what we are doing and make a tangible contribution towards implementing the recommendations: 

  • Relevance for the project. Is the topic about recent Balkan history? Does it support the implementation of the recommendations? (10 points)
  • Transnational relevance. Is this idea relevant for multiple countries in the project? (10 points) 
  • Relevance for curricula. Can the lesson be used within the current curricula? (10 points) 

Motivation (20 points) is important because people who are motivated are more likely to finish their work and continue to be involved after the project has ended: 

  • Personal motivation. Why do you want to be part of this project yourself? (10 points) 
  • Societal motivation. Why do you believe this project is needed for society? (10 points) 

Impact (10 points) is also important because authors with a bigger potential to create impact, can add more to the project, than authors who are not able to create this impact in their communities/regions:  

  • What do you plan to do to share the result of the project beyond the people already involved? (10 points)

Safeguarding a Pluralistic Approach to the Yugoslav Wars through History Education

Learning History that is not yet History II - Blogpost #1

The wars in the Balkans that marked the end of Yugoslavia are ever-present in the collective memory of the countries in the region. The highly sensitive and divisive events left behind their scars and influence societies that both include citizens who have lived the events, as well as the younger generation perceiving the wars as history. This blogpost is the first contribution to a series of blogs, dedicated to our project Learning History that is not yet History II (LHH2). The series will grant an insight into the project and an array of topics related to it, with contributions from the project partners and EuroClio.

Contributing to strengthening stability in the Balkans

The aim of Learning History that is not yet History II is to promote a pluralistic approach to teaching the 1990s Yugoslav wars. No topic is more sensitive or divisive in the Balkans, which makes teaching about this a challenge. We strive to offer a balanced view of the historical events that will lead to mutual understanding in the region, and will ultimately contribute to strengthening stability in the Balkans. However, this is not an overnight process. LHH2 is the embodiment of the special relationship between EuroClio and the region. EuroClio and its members have been working in the Balkans for more than 20 years, strengthening the capacity of the history teachers’ associations, developing workshops with and for local teachers, creating a repository for historical sources and creating resources about common regional history.

The crown on the work of years of trust building

All the results of these past efforts combined will help us create teaching materials which can be used in the classroom and provide teachers the resources to implement the materials as smoothly as possible. Through our previous experience working in the Balkans, and closely collaborating with project members throughout the whole region, trust was established between the people. This allowed us for a strong network to be created, along with the skills in making educational materials. Building this special relationship was crucial in order to tackle the sensitive topic of the 1990s wars. Our strong connections in the region serve as a foundation for the project and the time has arisen to create lessons about the Yugoslav wars. Conclusively, making the LHH2 project the crown on the work of years of trust building in the region.

Follow-up on the award-winning project and broadening the scope

The project is a follow up on the award-winning Learning History that is not yet History (LHH) project. Many steps have been made and successes achieved, and as a crowning of the work the LHH team was awarded the Global Pluralism Award 2019 by the Global Centre for Pluralism (GCP). LHH2 will continue the efforts in the Balkans and with the award money, we were able to get started with making lesson plans about the 1990s wars, developed by local educators from Bosnia, Croatia, Serbia and Montenegro. With additional support from the Dutch Ministry of Foreign Affairs, it was possible to bring all 7 countries on board. This considerably broadens the project’s scope to the dissolution of the 1990s. Multiperspectivity is imperative to tackling the 1990s wars and being able to include all 7 countries in the project, provided us the valuable partnership to do so.  

The outputs of the project

Building on the results of its predecessor, the outputs of the projects will be 18 ready-to-use lesson plans. In order to safeguard multiperspectivity, the lesson plans will be made in cross-border teams. The themes of these lesson plans will yet be defined, depending on the needs and expertise of the authors. An additional Teacher’s Guide will similarly be part of the project’s outputs, equipping teachers with the accurate knowledge on how to smoothly implement the lesson plans. Teaching sensitive topics can be confrontational, therefore, themes such as dealing with emotions and controversies will be included in the Guide. Along with the lesson plans and Teacher’s Guide, LHH2 aims to reach as many teachers as possible in the region, to bring about the biggest impact. In order to achieve this, a new redesigned LHH2 website will act as a hub for the project initiative. To further promote the project and the activities in the Balkans, a promotional video will be made to give an insight into the project’s discussions and varying views and experiences of everyone involved in the project. Lastly, to complement this, local partners will launch a communication campaign to reach local stakeholders. This way, the mission of LHH2 to increase mutual understanding and strengthen stability in the Balkans will be broadened.

Learning History that is not yet History II

About the Project

In the Balkans, no topic is more sensitive or divisive than the recent wars that marked the end of Yugoslavia. This makes teaching about this period of history very difficult. At the same time, there is a need and momentum to do this. Young people, who did not experience the war, are asking questions, and the wars have become a mandatory component of history education curricula in every country of the region that bears the scar of the conflict. Teaching about the wars is unavoidable, and should not be avoided.

How can teachers teach this event (or set of events) that are not yet considered “history,” yet are ever-present in media and cultural memory? How can teachers navigate the controversies of students’ personal family stories, contradictory national narratives, and competing ethnic victimhoods? How can they offer a balanced view of the wars for their students while meeting state curriculum requirements?

These are the questions that the project Learning History that is not yet History (LHH) began to tackle. As a result of its hard work and pioneering approach in a difficult region, the LHH team were awarded the Global Pluralism Award 2019 by the Global Centre for Pluralism (GCP) in Ottawa, Canada. See the video below:

Project Aims

Building on the results of its predecessor, the Learning History that is not yet History II (LHH2) project is promoting a pluralistic approach to teaching the recent wars, thus contributing to stability and more mutual understanding in the region.

In this project, EuroClio and its partners will create...

  • 12 ready-to-use educational materials on teaching the recent past of the dissolution of Yugoslavia and the 1990s wars, available in all national languages;
  • a Teacher’s Guide for teaching sensitive and controversial topics in the classroom in a way that promotes open dialogue and discussion between students, and handling emotional reactions to traumatic content in and outside the classroom, available in all national languages;
  • a promotional video to spread awareness of the work EuroClio has done in the Balkan region and ensure the expansion of the network, with subtitles in all national languages;
  • teacher-training workshops using the learning activities and methodologies developed, hosted in the local national languages.

As a result of the project…


  • The capacity of history teachers in the Balkans will be strengthened to deal with this sensitive topic transnationally;
  • The cooperation with colleagues from Bosnia-Herzegovina, Croatia, Kosovo, Montenegro, North Macedonia, Serbia, and Slovenia will be strengthened;
  • The use and implementation of the developed resources will be increased through training events, presentations, and awareness-raising activities;
  • The online database at with 100+ entries of existing (educational) resources that could be used in teaching the recent wars in schools will be maintained.

Project Team

EuroClio Coordinators:

  • Steven Stegers
  • Catherine Savitsky

Country Coordinators:

  • Bojana Dujković-Blagojević
  • Igor Jovanović
  • Donika Xhemajli
  • Miloš Vukanović
  • Mire Mladenovski
  • Aleksandar Todosijević
  • Marjeta Šifrer

Project Partners



The Learning History that is not yet History II project is supported by the Dutch Ministry of Foreign Affairs and the Global Centre for Pluralism.