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:
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...
As a result of the project…
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 (Ottawa, Canada).