What do teachers have to say on debating controversial subjects in the classroom?



In the early stage of the Learning to Disagree project, Georg Eckert Institute researchers performed a needs assessment, to collect the opinions and input from educators on the issue of debate, dialogue, and discussion in the classroom. Six focus group discussions were held, involving 25 participants from 23 European countries. Based on the data collected, a survey was developed, which gathered information from 117 respondents.

A number of findings were made based on the data collected. Firstly, the inquiry identified a working definition of contested issues, which refer mostly to disputes based on competing, often irreconcilable values. Contested issues were mostly found in recent history, and were often of a national rather than international character. Concrete examples of contested issues teachers deal with in the classroom are both World Wars, Fascism, Communism, the Cold War, and migration, among others.

Participants of the focus groups and respondents from the survey identified dialogue, discussions and debates as tools of paramount importance in order to encourage students to deal with multiple perspectives on contested issues. The ability of educators to implement these tools is often hindered by factors such as a lack of resources representing different viewpoints, the duty of neutrality of educators, ingrained nationalism in society, and political pressure by authorities.

From the data collected, three main teaching approaches to contested issues were identified: the critical thinking, the “battling” stereotypes and the creation of empathy approaches. The critical thinking approach is based on critical assessment of sources taken from a variety of perspectives, underlining how different societal groups experienced the same events differently, and encouraging an understanding of history as a complex, multi-perspective discipline. Secondly, the “battling” stereotypes engages students directly on biases they may have. Students are confronted with the historical wrongdoings of their own social groups, and challenged on their potential lack of knowledge on minorities and other perspectives. Lastly, the creating empathy approach attempts emotionally engage students in order to prompt feelings of genuine interest and care, which will aid the creation of empathy in the classroom.

These findings identified in the Preliminary Needs Assessment will inform the creation of material for the next intellectual outputs of the Learning to Disagree project, such as the exemplar content the teacher’s guides, the training package and, eventually, the recommendations to policymakers.



ENRS Making History Interactive and Engaging through Animation

European Network Remembrance and Solidarity (ENRS) together with the Georg Eckert Institute for International Textbook Research have debuted their second animated short film in a series depicting significant moments in 20th-century history. The first short was dedicated to discussing the beginning of the First World War, and in the second, the authors focused on another important event of that era: the Great Crisis of 1929. The video provides us with a coherent and visually refined narration, analysing the reasons for and consequences of the infamous economic crash.

The animations are a part of a bigger project called ‘Hi-story lessons. Teaching & learning about 20th-century European history’, of which EUROCLIO is a partner. Hi-Story Project Coordinator Maria Naimska participated in a panel discussion at EUROCLIO’s 24th Annual Conference in San Sebastian earlier this year on the subject of “Society dealing with the past in History Education”, and there continues to be a great deal of cohesion between the two organisations.

The animations aim to make otherwise complex moments from 20th-century history accessible for young people

Upcoming months will be dedicated to the creation of subsequent animations pertaining to the Marshall Plan, the events of 1968, and the Russian Revolutions. The overarching goal of the project is to explain the complexities of 20th-century history in an interactive and engaging way so as to appeal to young audiences. Both videos are available in 7 language versions (English, Czech, German, Hungarian, Polish, Romanian, and Slovak) free of charge, within the framework of Open Educational Resources.

Amongst the professors who worked on the animation are expert in global economic history Prof. Peer Vries,  and author of historical textbooks Prof. Wojciech Roszkowski. The film was created in cooperation with Rzeczyobrazkowe graphic studio. It can be seen on-line at: bit.ly/GreatCrisisAnimation

 

Education for Sustainable Peace – Call for Applications for the 2018/19 Georg Arnhold Visiting Research Professorship

EUROCLIO Opportunities, Partners

The Georg Eckert Institute for International Textbook Research in Braunschweig, Germany, invites applications for the 2018/2019

Georg Arnhold Visiting Research Professorship in Education for Sustainable Peace

The Visiting Research Professorship aims to promote research on education for sustainable peace. Its focus lies on educational media and curricula at secondary school level in postconflict or transitional societies. The appointment for a three- to six-month research stay in Braunschweig offers distinguished scholars from the humanities, political and social sciences, education sciences or law the opportunity to conduct research projects or to complete major publications without teaching or administrative obligations. The professorship is endowed with a monthly stipend of up to 6,500 euro and a round-trip airfare to Germany as well as administrative assistance in Braunschweig.

Applicants must demonstrate outstanding professional achievement in their field, should hold a Ph.D. in a relevant discipline and have excellent knowledge of English. Individuals with equivalent expertise, such as from extensive high-level international experience in government or non-governmental organizations or in international organizations may also be eligible. In exceptional cases, applications may be considered from practitioners who do not hold a Ph.D. but with at least five years of advanced professional experience in the area of peace education and who can demonstrate that their work and/or research has made an exceptional impact in the field of peace education.

A detailed description and information about the program and the application process are available from our website: http://bit.ly/ArnholdProfessorship.

Each application should include a cover letter providing evidence of the quality of the candidate’s scholarship and expertise, a description of the research project or book the candidate wishes to develop in Braunschweig, a full CV, a sample of the applicant’s current scholarly writing (a book chapter or article) and a completed application form (available from our website).

Please send all application documents in a single PDF with the file name “Last name, First name_Application Arnhold” to arnhold@gei.de. For further information, please contact the program coordinator Katharina Baier (arnhold@gei.de, Tel.: +49 [0] 531-59099-226).

The application deadline is October 1, 2017.

The Georg Eckert Institute for International Textbook Research, Member of the Leibniz Association, located in Braunschweig, Germany, is an academic center of excellence that conducts research on educational media in their political, social, and educational contexts. Its library holds an outstanding collection of international school textbooks in history, geography, social sciences, and religious education. The Institute also acts in an advisory and mediatory capacity regarding textbook-related issues.

Call for Participation in the Georg Eckert Summer School of 24-28 July 2017

 The Georg Eckert Institute for International Textbook Research (GEI) invites you to participate in the fourth Georg Arnhold International Summer School, which will take place in Braunschweig, Germany, from 24 to 28 July 2017. The working language of the Summer School will be English. No registration fees apply.

The Topic of this year’s Summer School is Education in Emergencies: Theories and Methods; Curricula and Educational Media; Teachers and Teacher Training. The Summer School will bring together early-career scholars, senior researchers and practitioners to critically explore theories and methods, curricula and educational media, the role and training of teachers of Education in Emergencies (EiE), focusing on all educational levels as well as formal and non-formal educational practices. The detailed program of the Summer School can be found here.

To register, interested persons can send an email to summerschool@gei.de. The deadline for registration is 17 July 2017. Before applying, please find all the information here.

Call for Applications for the Georg Eckert Institute’s Research Fellowships 2018

EUROCLIO Uncategorized

The Georg Eckert Institute for International Textbook Research (GEI) is inviting applications for research fellowships for 2018. 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. The respective research project must be linked to the collection held in the GEI research library.

Research fellows receive a monthly grant of 1,000 EUR. Fellowships generally cover stays from two to a maximum of four weeks. Travel allowances may be payable to fellowship recipients who have to travel a long distance, providing funds are available. Applicants that intend to apply for a travel allowance must state this in their application. The allowance covers up to 50% of the grant holder’s travel expenses, to a maximum of 500 EUR when funds are available.

This year we are particularly seeking applications from Ukrainian candidates, as additional grants are available through the Marga und Kurt Möllgaard-Stiftung a foundation within the Stifterverband für die Deutsche Wissenschaft.

Established academics or educational practitioners are also invited to apply for the Otto Bennemann Grant, which provides recipients with 2,000 EUR a month.

The deadline for applications is 15th September 2017. Applications should comprise the following documents, sent as one PDF document to fellowship@leibniz-gei.de:

  • the completed application form,
  • a brief curriculum vitae detailing the candidate’s professional background and/or academic career to date, current position and language skills (max. two pages),
    a list of the five most relevant publications
  • an outline of the project detailing the research subject, aims and methodology (max. 3 pages),
  • a list of literature (bibliography) in the GEI collection that the applicant wishes to consult during his or her stay,
  • a schedule of the work planned during the stay at the GEI.

Fellowship holders must spend the period covered by the grant residing in Braunschweig, Germany. Accommodation may be available in the guest rooms or apartments provided by the Association of Friends and Supporters of the GEI.

Further information regarding the application process, including the application form to download, is available here.

Further information on the Otto Bennemann Grant can be found here.

Call for Papers for Georg Arnhold International Summer School on Education in Emergencies

The Georg Eckert Institute for International Textbook Research (GEI), an associated member of EUROCLIO, organizes the fourth Georg Arnhold International Summer School. This event will take place from 24 to 28 July, 2017, in Braunschweig, Germany. For this summer school, the organizers have now announced a call for papers.

The summer school will revolve around the theme of “Education in Emergencies”, and will focus on all educational levels, as well as on both formal and non-formal educational practices.

Millions of young people have been deprived from their right to education, due to natural and man-made emergencies. In reaction to a global growing awareness of how important it is to ensure that this fundamental human right is respected, education has increasingly become a part of the humanitarian response to emergency situations, and the object of an emergent field of research.

The Georg Eckert Institute invites original contributions that draw upon diverse contexts, theories, and methods to shed light on questions pertaining to, but not restricted to, the following aspects: theories and methods of education in emergencies; curricula and educational media; and teachers and teacher training for education in emergencies.

The organizers primarily welcome applications from doctoral candidates and post-doctoral scholars from the humanities and social sciences, particularly education, history, political sciences, sociology, law, anthropology, and psychology, but also practitioners working for international organizations and NGOs in the relevant fields are welcome to apply. Applications from students enrolled in a Master’s program and recent graduates with a Master’s degree will be considered in exceptional cases.

The deadline for submitting abstracts is 1 April, 2017. For all the information on the requirements and how to apply, as well as more information on the Georg Arnhold International Summer School, please refer to the website.

International Georg Arnhold Summer School

In July the Georg Eckert Institute and Teachers College of Columbia University are organising the third Georg Arnhold International Summer School. This year they will explore the theories and practices of human rights education (HRE) at the secondary school level. The Summer School will look back at the evolution of HRE aims and approaches as they pertain to secondary school environments, with discussions on critical approaches and pedagogies, curriculum policies, teaching and learning resources, educator preparation, non-formal programming in schools, and evidence of impact. The Summer School invites participants to “look forward” on topics such as the place of HRE within a larger critique of the human rights framework, the roles of state and non-state actors in delivering HRE, and the challenges and potentialities offered by the use of traditional and nontraditional educational media and curricula. The Georg Arnhold Program has a special interest in post-conflict and transitional societies, though proposals for other contexts will also be considered.

 

First History and Human Rights Meeting in Tallinn, Estonia

On the 4-5  April 2016, EUROCLIO Founder and Special Advisor Joke van der Leeuw-Roord and trainee Carolina Torrico attended to the first international meeting of the project “ Developing Strategic Cooperation in History and Human Rights Education and Youth Work in Estonia.” The project is an interdisciplinary student programme running by Unitas Foundation that combines oral history and human rights developed in conjunction with Tallinn University, University of Tartu Narva College, Estonian Human Rights Activists and in consultation of other  international partners like  The Georg Eckert Institute and  The Education Development Centre (EDC) and EUROCLIO. 

Unitas Foundation was established in 2008 with the mission to build reconciliation within and between societies divided by totalitarism. They primarily engage education and awareness in support into history and history education.

The project:

Developing Strategic Cooperation in History and Human Rights Education and Youth Work in Estonia is a 2 years project,   that target youth workers, trainers, educators and youth leaders in Estonia. The primary goal of the project is to improve history and human rights knowledge, skills and attitudes in the field of youth work. To achieve this goal, the project will build connections between national and international formal and non-formal history, human rights and youth work education providers.

The aim of the project

The project  aims to enhance digital integration in learning, teaching, training, narrating and mediating historical narratives. As well as to increase learner motivation, creating efficient educational materials as textbooks for students that link historical examples with human rights issues, showing their connection to youth work.

 

Developing Strategic Cooperation in History and Human Rights Education and Youth Work in Estonia – First Meeting

The project is an interdisciplinary student programme running by Unitas Foundation that combines oral history and human rights developed in conjuction with Tallinn University and in consultation of other  international parters like  The Georg Eckert Institute, The Education Development Centre (EDC) and Estonian human right activists . In the context of the project “Developing Strategic Cooperation in History and Human Rights Education and Youth Work” a first International Meeting is organised in Tallinn, Estonia.

 

 

 

 

Call for Papers- Human Rights Education – The Georg Arnhold International Summer School 2016

Call for Papers 

Georg Arnhold International Summer School on Education for Sustainable Peace 2016

Braunschweig, Germany from July 25 to 30, 2016

Human Rights Education in Secondary School Settings:Theories, Practices

The Georg Eckert Institute for International Textbook Research (GEI) and Teachers College of Columbia University, USA, announced the 3rd Georg Arnhold International Summer School, which will critically explore theories and practices of human rights education (HRE) at the secondary school level.  The Georg Arhnold program has a special interest in post-conflict and transitional societies promoting rights and fundamental freedoms.

The GEI and Teachers College thus invite original contributions that draw upon diverse context, theories, and methods to shed new light on questions including, but not restricted to, the following issues:

  1. HRE Pedagogies and the Challenges of Human Rights
  2. HRE Policies and Teaching Practices
  3. Traditional and Nontraditional Learning Tools
  4. Teacher Preparation and Training in HRE

Fore more information clik here

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