EuroClio’s project team “Learning History That Is Not Yet History” announced as winner of the 2019 Global Pluralism Award

Deborah Ahenkorah (Ghana), the Center for Social Integrity (Myanmar) and ‘Learning History That Is Not Yet History’ (Bosnia and Herzegovina, Croatia, Montenegro and Serbia) recognized as outstanding leaders promoting inclusion worldwide.

Ottawa, Canada – October 15, 2019 – On October 15th 2019, the Global Centre for Pluralism announced the three winners of the 2019 Global Pluralism Award: Deborah Ahenkorah – a young Ghanaian social entrepreneur and book publisher bringing African children’s stories to life; the Center for Social Integrity - an organization giving youth from conflict-affected regions in Myanmar the skills and voice to be leaders for change amidst the many overlapping conflicts ongoing in the country; and ‘Learning History that is not yet History’ - a network of history educators and specialists in the Balkans pioneering a new approach to teaching the controversial history of conflict.

The Global Pluralism Award celebrates achievement and excellence in the field of pluralism. The Award is presented once every two years to individuals, organizations, governments and businesses of any nationality. Through their remarkable and sustained achievements, awardees contribute to building more inclusive societies in which human diversity is protected.

The winning project, ‘Learning History that is not yet History’, was carried out by a team (Bosnia and Herzegovina, Croatia, Montenegro and Serbia) of historians and educators who have been working for over 16 years to develop a responsible way of teaching the history of conflict in the former Yugoslavia. Recognizing that teachers often feel ill-equipped to teach these sensitive and controversial topics, the network created an online database of free resources and provides training for teachers. They represent the only regional effort to provide a non-biased approach to learning and teaching about the recent wars.

EuroClio wishes to thank everyone involved in this project: the project team Aleksander Todosijević, Nataša Kostić, Emina Zivković, Bojana Dujković-Blagojević, Melisa Forić, Marija Naletilić, Dea Marić, Igor Jovanović, Miljenko Hajdarović, Miloš Vukanović, Igor Radulović, project experts Mire Mladenovski, Marko Šuica, Edin Veladzić, Saša Knežević, Snjezana Koren, Aleksandar Jakir and project managers Jonathan Even-Zohar and Judith Geerling.

Everyone in this project has showed true dedication to working towards an inclusive history teaching and we could not be prouder of  the work that has been produced.

Thank you again to everyone who made this project a success!

Ministry of Education from the Kyrgyz Republic teams up with EuroClio and partners to reform history education

After the History and Memory Masterclass that EuroClio organised with the Global Centre for
Pluralism and the Aka Khan Foundation in the end of September this year, EuroClio was asked by
the Ministry of Education to support their efforts to reform history education. In response to this
request, EuroClio and partners, organised – with support from the EU delegation to the Kyrgyz
Republic – an international workshop for history education specialists from across Kyrgyzstan, which
focused specifically on the development of standards, curricula and exams. As part of the
programme, trainers from Bosnia-Herzegovina (Bojana Dujkovic Blagojevic), Estonia (Mare Oja), and
the United Kingdom (Chris Culpin) shared how history education reform happened in their
respective countries, and what they learned from this. In addition, the participants identified
possible topics that could be addressed in history education, discussed what the needs of history
educators were (from the point of view of students, teachers, teacher trainers and historians), and
identified what can be done to support history educators to understand and implement new
(history) curricula. The next international workshop will take place from 23-25 March 2018 in
Kyrgyzstan, and will focus on the development of innovative and responsible history education
resources. The call for participants (targeting history education specialists living and working in
Kyrgyzstan) will be issued in the beginning of next year.

Chris Culpin demonstrates an active method, in which students determine and discuss the relative importance of causal factors, in this case applied to the question: Was Tsar Nicolas II to blame for the 1905 revolution?