27th EuroClio Annual Conference and Professional Development and Training Course

Controversy and Disagreement in the classroom

Update: New dates announced - The Annual Conference will take place online from 31 October to 29 November 2020

We are delighted and honoured to present the 27th EuroClio Annual Conference on “Controversy and Disagreement in the Classroom”. The Conference, which is organised in cooperation with UDi, the Serbian History Teachers' Association, and Education for the 21st Century, will take place online, 31 October-29 November 2020. The Conference will incorporate the final training of the Learning to Disagree project.

In a time of growing division, where intolerance creates an “us-versus-them” attitude among social groups, it is essential for students to learn how to deal with controversial subjects, and how to cope with a variety of viewpoints and disagreements. And therefore it is also important that teachers include methods of dialogue, debate and discussion in their lessons, and deal with controversies.

  • Healthy democratic societies are those in which people know how to argue without resorting to harm and violence. Through dialogue, debate and discussion young people can learn to develop listening and speaking skills to argue well. This helps them to become active and responsible democratic citizens.
  • Many countries are experiencing a growing diversity in their classrooms, as societies are growing more diverse. Students should learn how to deal with this diversity of people and plurality of ideas and viewpoints in the world around them.
  • History is always contested, with discussion and debate at its heart. Young people can learn to challenge, explore and test the evidence-base of claims so that they are able to distinguish valid historical interpretations from historical perspectives.
  • Using dialogue, debate and discussion gives students voice. They learn that there are many evidence-based opinions and have the opportunity to participate.
  • Schools are a great place to try these methods outs, as they should be safe learning environments in which young people can test out ideas and explore new thinking, change their views and critically evaluate their own values and attitudes without fear of judgment. At the same time it offers an opportunity to teach them how to respectfully disagree.
  • Dealing with controversial issues provides a good way to directly connect with students’ lives and with the outside world (outside the safe school environment). Ignoring them would mean ignoring the realities in many students’ lives.

The 27th EuroClio Annual Conference will consist of active workshops, panel discussions, interactive sessions, and networking events. During these activities, you will be introduced to the topics of People on the Move, Borders, Surviving under Pressure and Cultural Heritage, and will reflect on how to assess pupils’ social and civil competences through debate, dialogue, and discussion on these topics. In addition, you will be introduced to the new features of the eLearning portal Historiana.eu, especially relating to the eActivity builder.

Contact the organisers! Reach out to us at alice@euroclio.eu.


Draft Programme

We will soon publish here the programme. In the meantime, keep an eye on our social media, where we will be announcing confirmed sessions

At a glance:

Location Online
Cost Single Session – 15 EUR

Four workshops – 55 EUR

Annual Conference Experience (4 workshops and 4 plenary sessions) – 105 EUR

Participation to the keynote lecture will be free of charge

Participation for Individual Members is free of charge

Duration of the training one
Topics touched upon Migration, borders, freedom of speech, disinformation, human rights, contemporary history, role of debate & discussion, cultural heritage
Eligible for KA1 funding no
Certificate for Participants? YES
Participants expected Approximately 120

Alliance for Learning in World History

Charlotte Pontifell Opportunities

The Alliance for Learning in World History (ALWH) is a collaboration between educators and history scholars who seek to advance the teaching and learning of world history in classrooms in the U.S. and around the world.  The Alliance sponsors yearly professional development programs that link leading practitioners in world history scholarship, curriculum, teacher preparation, professional development, and educational research.  The ALWH was previously funded by the Social Science Research Council and the British Council and now draws on support from Columbia University and the World History Center at the University of Pittsburgh.

The Alliance is anchored at the University of Pittsburgh and serves as one of the primary education initiatives pursued by the WHC.  Molly Warsh, Associate Director of the WHC and Head of Educational Outreach, serves as the Steering Committee Chair and primary contact for the ALWH.





The day-long event will focus on Teaching the Global African Diaspora with the following featured speakers:

  • Dr. Yolanda Covington-Ward (University of Pittsburgh) on “Interconnected Diasporas: Two Hundred Years of Mobility, Identity, and Community in the Liberian Diaspora”

This presentation examines the long history of connection between Liberia and the United States, with free Black Americans migrating to Liberia in the 19thand early 20thcenturies, and Liberians of all backgrounds coming to the United States as a result of the Liberian Civil War in the late 20thcentury. The presentation will highlight a number of resources that can be used to show the importance of mobility for shaping Liberian identity and community over the last 200 years while also contextualizing events and processes in Liberia within larger global forces and flows.

  • Dr. Mari Webel (University of Pittsburgh) on “Tracing Diaspora: Sources and Histories of the Global African Diaspora”

This presentation examines some of the diverse evidence we can use to understand the impacts of historical mobilities and the global African diaspora and bring this history to life in the classroom.  Exploring a selection of cases, we will discuss sources on agriculture and foodways, health and disease, and global migration circulating from Africa.

The application webform is hereAPPLICATION DEADLINE EXTENDED TO MAY 26, 2020.  Contact Molly Warsh at warsh@pitt.edu with any questions in the meantime.


On June 26th, 2019, the Alliance hosted a one-day professional workshop for world history teachers titled “Hot Topics in World History”. Featuring sessions on teaching with comics (led by Prof. Trevor Getz, San Francisco State University), maps in the world history classroom (led by Prof. Ruth Mostern, University of Pittsburgh) and games in the world history classroom (led by Dr. Bennett Sherry, University of Pittsburgh), the event drew teachers from Pennsylvania, New Jersey, Ohio, and Virginia.

If you would like to view and download materials from this workshop, please send an email to alwh@pitt.edu with a brief explanation of why these materials will be useful to you.

The ALWH compiles materials that are useful to teachers of World History through workshops and submissions from both college faculty and K-12 teachers.  Access to these materials are by request.  If you would like to view and download these materials, please send an email to Molly Warsh at warsh@pitt.edu.  Include information about yourself and why you’re interested in the World History pedagogical material.

If you have already received access to the material, click here to be taken to the resources page.

Invitation for Participation in the Research: Confronting Historical Trauma, Preventing Structural Violence

Charlotte Pontifell Opportunities

The Potentials of Experiential Learning in the Humanities Curricula

Conducted by Dr. Nena Močnik (PI), CY Cergy Paris Université, France.

This is to invite history teachers in all levels of education to participate in the part of the bigger research project with the focus on the quality of teachers’ training in dealing with collective traumas and traumatic pasts in the history classroom. The research seeks to collect the information on the general awareness and knowledge of history teachers when it comes to the potential trauma triggering in history education; defining and recognizing those triggers in the classroom; the availability and the quality of the teachers’ training in dealing with the traumas in the classroom; connecting historic traumas with students’ traumas as consequences of current social injustice; suggestions for improving the existing trainings.

The collection of data consists of semi-structured interviews with history teachers. Due to the COVID-19 situation, the PI dr. Nena Močnik invites teachers to respond to this invitation and join the research via pre-scheduled online call (Viber, Whatssap, Zoom, Skype and other means of online communication). The conversation should last no more than 40 minutes, depending on the respondent.

To respond to this invitation, please send your email to: nena.mocnik@cyu.fr or message over FB (https://www.facebook.com/nena.mocnik/). Your contribution and your time invested in the research will be highly appreciated.



CONFRONTING HISTORICAL TRAUMA, PREVENTING STRUCTURAL VIOLENCE: The Potentials of Experiential Learning in the Humanities Curricula

While on the surface it may seem as the international community has made significant progress in acknowledging violent pasts and its toxic legacies in terms of collective traumas, rarely has the vanity of ‘never again’ been so undeniable as in our current social reality. The evidence shows that structural violence that normalizes the perpetuating oppressions, expressions of hatreds, and social exclusions is at least partly learnt through the unhealed and transmitted collective traumas. The latter has now been widely incorporated to history syllabuses yet understanding of the transmission process needs to go beyond disciplinary limitations, cognitive recognition and classroom explanation. Rapid globalization calls for radical shifts in institutional education for next generations to successfully navigate their social realities affected by insecurity, economic instability and marginalization, all rooted also in historical traumas. Designed as action research, this study investigates the potentials of experiential learning tools in the humanities curricula as effective path toward addressing the transmission of historical trauma in our efforts to limit diminish the structural violence related to it. Four clusters of ELT – problem-solving; project-based; active-learning; place-based – will be analysed, re-designed, tested and evaluated. Research results seek to be published as peer-reviewed articles, teaching handbook and in the form of teachers’ training.


Nena Močnik holds PhD in Balkan Studies from University of Ljubljana, Slovenia. She is a university lecturer and a researcher at Université de Cergy-Pontoise, France. She was awarded Bank of Montreal Award in Women’s Studies (University of Ottawa, 2018) and recipient of several fellowships including EnTe Fellowship (New Europe College, Bucharest, 2016-2017), ICNC-Fletcher Institute for the Advanced Study of Nonviolent Conflict (Tufts University, 2016) Brown International Advanced Research Institute Fellowship (Brown University, 2015) and Fulbright Visiting Scholar Fellowship (University of Southern California, 2014). She is the author of two monographs: “Sexuality after War Rape: From Narrative to Embodied Research” (Routledge 2017) and War-related Sexual Violence and Trauma Transmission: Reconciliation and Peacebuilding in Post-Conflict Settings, Routledge 2020). She has contributed several peer-reviewed articles that deal with post-war narratives, sexuality and violence, and use of community theatre within marginalized context. She edited special issue “The cost of bearing witness: Secondary trauma and self-care in field-work based social research” (published by Social Epistemology, 2020) and is currently editing Routledge edited monograph, “Engaging with Historical Traumas: Experiential Learning and Pedagogies of Resilience” (forthcoming in 2021). In 2018, she was invited as the external expert at ReThink project (Remembrance Education for Thinking Critically). With financial support of European Commission – European Remembrance program, and 7 university and NGO partners, she initiated and leads a project “#Never Again Teaching Transmission of Trauma and Remembrance through Experiential Learning”. In February 2020 she delivered a key note “Waging Violence in the Digital Age” at the Nordic Summer University, Gdansk, Poland.

Seeking Instructional Designer for Professional Development

Charlotte Pontifell Opportunities

The Global Centre for Pluralism is seeking an instructional designer to support the development of effective interactive learning experiences for six online modules based on content developed by the Centre. The Consultant will apply best practice learning design methodology to provide detailed feedback, develop exercises and create tests or quizzes that align with the Centre’s learning outcomes.


Instructional Design Consultancy
Terms of Reference

Position: Short-term consultancy
Location: Home-based; availability to meet with Ottawa-based staff electronically
Duration: Estimated 100 hours over a period of 8 weeks (April – June, 2020)
Hourly rate: 40$/hour

Founded by His Highness the Aga Khan in partnership with the Government of Canada, the
Global Centre for Pluralism is an independent research and education centre created to advance
positive responses to the challenge of living peacefully and productively in diverse societies.
For more information, please consult: www.pluralism.ca.

The Global Centre for Pluralism is seeking an instructional designer to support the development
of effective interactive learning experiences for six online modules based on content developed
by the Centre. The Consultant will apply best practice learning design methodology to provide
detailed feedback, develop exercises and create tests or quizzes that align with the Centre’s
learning outcomes. To understand the GCP’s Education Program more broadly and our
Professional Development Training specifically, please refer to: www.pluralism.ca/education.

Duties and responsibilities
• Review and analyze content of six 2-hour modules (video scripts, readings, discussion
prompts, and assignments) and make recommendations based on best practices in
learning technologies and instructional design.
• Review instructional end goals and ensure that content and assessment matches them.
• Provide exercises and activities that enhance the learning process.
• Devise modes of assessment, such as tests or quizzes, to measure the effectiveness of the
• Visualize instructional graphics, the user interface and the finished product.
• Work collaboratively and meet weekly (online) with the Centre’s education staff, as well
as WhiteBoard animators and a Learning Management System expert to finalize the

Requirements and qualifications
• 3+ years of hands-on experience planning, designing, developing or producing course
• In-depth knowledge of learning theories and instructional design models.
• Ability to write effective copy, instructional text, audio and video scripts.
• MA degree in instructional design, educational technology (or similar relevant field) or
demonstrated equivalent work experience.
• Hands-on experience working with Learning Management Systems (LMS).
• Understanding of the use of mobile applications, web 2.0 applications and social
networking applications in education development.
• Excellent interpersonal, collaborative, and communication skills in English.

Qualified applicants should send their resume and cover letter by:
E-mail: katie.obrian@pluralism.ca
Subject Line: Instructional Design Consultancy
Deadline for Submission: April 13, 2020

Only shortlisted candidates will be contacted.

Berlin Social Justice Education Conference

Charlotte Pontifell Opportunities
Rose Reiken and Sydney Eisenberg — Humanity in Action Fellows, US university students, and educators — are hosting a professional development workshop from June 5-7 in Berlin for history teachers that introduces a pedagogical approach from an American nonprofit Facing History and Ourselves. Facing History encourages students to think critically about social difference and consider their own capabilities to influence society through learning history. You can learn more about their model here and their work globally here. At this workshop, they will provide meaningful training and materials about teaching history, specifically focused on Holocaust education and how it can shift to engage students generations apart from survivors in an increasingly diverse European context. This workshop will be conducted in English and is generously supported by Humanity in Action and Foundation EVZ. Their goal is to empower teachers with practical, pedagogical approaches that promote engagement, empathy, and intellectual curiosity from students. Please fill out this form https://forms.gle/Kn2D9apCRFtJjMTJ6 if you are interested in attending. You can reach out to Rose (rar2192@barnard.edu) and Sydney (sydneyei@umich.edu) with any questions. Thank you!
  • The conference is primarily targeted to German teachers, but teachers from across Europe are more than welcome to attend! The vast majority of the program will be applicable to any context, not only German. (The German specific work will be in visiting sites or hearing speakers from a German/Berlin context, which should still be interesting to other European educators!) The conference will be entirely in English, so attendees should be comfortable English speakers.
  • The final deadline to register will be May 15th.  As of now, interested teachers should fill out the form from the blurb (https://forms.gle/Kn2D9apCRFtJjMTJ6). They will follow up with everyone with the official registration form in the coming months.

Learning to Disagree – Professional Training for History teachers

EuroClio Opportunities

Are you a History teacher in secondary education? Do you see controversial topics as a challenge, and are you eager to tackle them with your students?

Or, have you found yourself avoiding a controversial historical issue in the classroom because of the lack of educational resources to teach it properly? Then, the Learning to Disagree training will be an ideal opportunity for you to be introduced to new pedagogical techniques and teaching styles.

Learning to Disagree is a Professional Training and Development Course for history teachers, which will take place during the upcoming months in the following countries:


Bulgaria date and location to be confirmed

Croatia date and location to be confirmed

Estonia date and location to be confirmed

France date and location to be confirmed

Greece date and location to be confirmed

Hungary 07/03/2020 (Budapest). A second training will take place in Miskolc in Fall 2020.

Italy Online, 08 July 2020.

Slovakia date and location to be confirmed

Slovenia date and location to be confirmed

Spain date and location to be confirmed

Turkey date and location to be confirmed

United Kingdom date and location to be confirmed

Contents of the training

A set of specifically designed educational material dealing with difficult historical and political topics. It is divided into four thematics: Borders (including Separatism and Annexation), Surviving Under Pressure (including Famine and War), People on the Move, and Cultural Heritage. The selection of the material that will be used in the training will vary in each training. The lessons are designed based on a concept called Variety of Viewpoints; a collection of contrasting quotes from politicians, journalists, and locals, on which the students are asked to comment.

A series of engaging educational activities structured around debate and dialogue. A prominent example is the fishbowl method, in which a circle of students discusses in the center of the classroom and the rest of the students act as observers and journalists, who later comment on the quality of the discussion. You will learn how to facilitate these activities in the classroom, according to your students' needs.

Innovative lessons require innovative assessment too. In this training you will learn how to assess the results of the activities that are focused on debate and dialogue, both for each student individually, and as a group experience. You will learn how to monitor students' civic competences.

A presentation of the Learning to Disagree project findings regarding what is needed in policy to further promote democratic values and mutual respect in education.

You can join

All trainings will be in the national language of each country.

Participation is free but a registration to the training is needed. Stay tuned for the announcement of exact dates and places. Please keep in mind that the amount of participants may be limited.



The Learning to Disagree trainings are part of the Learning to Disagree Project

Teaching About Contested International Issues: An Introduction to Brown University’s Choices Program

Brown University’s Choices Program invites educators to join a two-day, introductory immersion workshop on their curriculum and approach for teaching about contested international issues.

9:00 am — 3:30 pm at The American School of Barcelona (Spain)

Brown's inquiry approach to controversial issues—both current and historical—will support your students to:

build historical thinking skills such as sourcing, contextualization and chronological reasoning;
create persuasive arguments;
analyze evidence to determine fact from opinion;
build consensus across differences to sharpen civic literacy skills.

This interactive workshop is appropriate for middle and high school history, social studies, and humanities teachers, including AP and IB educators.

Learn more and register on choices.edu

Teaching European Integration. How and Why?

At a glance:

Location Brussels, Belgium
Cost 220 euros, Early Bird fee 180 euros
Duration of the training 2.5 days
Topics touched upon The birth of the Nation State; The history of the XIX Century; The end of World War 2; The Cold War and its End; European Integration; Globalisation; Ethics; International Relations; The use of ICT in the classroom
Eligible for KA1 funding YES
Certificate for Participants? YES
Participants expected Approximately 20


The seminar is now fully booked. You cannot register for this seminar anymore.

Additional Documents

Contact Information

If you have any question on the Thematic Seminar “Teaching European Integration. How and Why?”, do not hesitate to contact Alice Modena.

In collaboration with

House of European History


To register your interest in future editions of this training course, please write to Alice Modena: alice@euroclio.eu

We are delighted and honoured to present the Training Seminar “Teaching European Integration. How and Why?”. The Training, which is the first training organised by EuroClio and the House of European History, will take place in Brussels, Belgium, from 22-24 November 2019.

The House of European History is a museum and learning forum established in Brussels with the support of the European Parliament. It aims at promoting the knowledge of the history of the European Union, as well as the understanding that there are multiple perspectives connected to it. Together, we will welcome 20 motivated history and citizenship educators from all across Europe. We will offer a programme full of active workshops, keynote lectures, feedback sessions and visits to the House of European History’s exhibition. The programme will focus on the theme: “Teaching European Integration. How and Why?”, and will make use of original educational material developed by the House of European History and by EuroClio.

Whether students, and people at large, like it or not, the European Union has a huge impact on everyone’s life. Every day, in fact, European citizens enjoy freedoms that would not have been at their disposal were it not for the Union, and are at the same time subject to rules and regulations that have been established by it. Furthermore, in the last decades, people’s identity has been increasingly influenced by their sense of belonging or not belonging to the Union, ultimately resulting in complex and multiple identity affiliations.

Nevertheless, students lack a clear understanding of what the European Union is and how it came to be. The day after the Brexit Referendum (23 June 2016), for example, the most researched question on Google in the United Kingdom was “What is the E.U.”.

With no knowledge of the EU and its history, it can be argued, students become disenfranchised, starting a vicious circle hard to break: the less they know about the EU, the less they understand the impact it has on them and on their identity, and the impact they can have on it, and the less they want to know about it.

History and citizenship educators are in a unique position: they can help students break this circle. They, in fact, have the possibility to promote, among their students, a clear understanding of the events that led to the creation of the European Union, of how it functions, how it came to be, and why it is a unique institution, results of unique choices and turns of events.

Unfortunately, however, teachers often encounter a series of obstacles when tackling the history of European Integration in the classroom. Among them, the most relevant are:

  1. a lack of time to devote to the topic;
  2. an dense, set curriculum, which allocates few lessons to the history of the EU;
  3. the lack of interest from students in approaching European integration and its history.

This training on “Teaching European Integration” will focus on how teachers can bring the history of the European Union to the classroom in an engaging and meaningful way. Participants will be equipped with a series of ready-to-use materials to teach the history of the European Integration, including materials that link the topic with national and world history, making easier to connect it with national curricula.



Throughout the seminar, participants will take part to active sessions (including workshops and feedback session) that tackle the history of the European Union from two different angles. First, the case for teaching the history of the European Union will be made, and European Integration will be put in the global and national contexts. In the second part of the seminar, participants will receive specific training on how to bring the history of European Integration in the classroom, making the concepts accessible to all students without sacrificing the complexity of the institutions and their history. They will also be introduced to material on how to discuss the European Union in the twenty-first century, and its impact on global history and people’s identity.

Logistics and Fees

Thematic Seminar participation includes joining interesting workshops and discussion, coffee breaks, lunches and dinners.  The Early Bird Fee of € 180,- per person will cover for the programme, while the House of European History will offer the meals.

In addition, we will also offer a discounted rate for Individual EuroClio Members. The discount for Individual EuroClio Members is of € 40,- and is applicable to the Early Bird Fee and to the Full Summer School Fee.

The deadline for Early Bird registrations is 14 September. After 14 September the full rate of € 220,- per person applies. However, there are a limited number of places available, and we would advise you to register as soon as possible.

EuroClio’s 2019 5th Regional Summer School: “Diversity and Violence”

Rethinking approaches in History Education

22 - 24 August 2019 - Osijek, Croatia

In 2019 EuroClio organised the 5th Regional summer school in Osijek, in Eastern Croatia together with the Croatian History Teachers Association (HUNP) and hosted by the National Museum of Slavonia. The theme for the summer school was ‘Diversity and violence: rethinking approaches in history education’. In the setting of a country that experienced active conflict just over 2 decades ago, we explored the effects of recent conflicts and world wars on the multi-ethnic fibre of the city of Osijek and the Slavonia region. Through examples of civil society tackling divided school systems and workshops on engaging students in learning about their communities in the past, and on-site learning programmes to the Batina WW2 memorial and different remembrance sites in Vukovar the participants were stimulated to think of positive ways of dealing with diversity and remembering difficult pasts.


-          Explore the issues of diversity and remembrance in history education

-          Explore the effects of recent conflicts and world wars on multi-ethnic communities in Eastern Croatia.

-          Learn about positive practices of dealing with diversity in Croatia.

-          Share experiences of remembering violent conflict in the region. 


Extra Information

Programme of he Summer School consisted of multiple educational visits and workshops which aimed to discuss how to rethink approaches in history education to start teaching about diversity and violence in an effective and sensitive way.

The programme also focused on specific themes:

  • Multiculturalism and Threats of War -  War in Croatia was part of the biggest conflict in Europe after the Second World War. Its cost was enormous: human losses, refugees, depopulation, impoverishment and destruction of urban and rural settlements, economic infrastructure and cultural heritage. All these consequences still largely shape fragile and sensitive relations in and between societies and states of the region.
  • Coexistence and Remembrance - Some scholars describe the commemorative culture in Croatia by a concept “islands of memory” meaning that there are separate communities of remembrance which deal with different traumatic events and rarely overlap in doing so. Participants had a chance to explore memorial sites and reflect the connection of education and remembrance in relation to these historical events.

During the three training days, participants learnt through workshops, on-site study visits, peer learning and debating. They had the opportunity to visit some of the war affected areas, hear about curricular approaches to recent painful past, visit memorial sites and explore their educational programmes. Participants improved their knowledge of diversity and violence, and got acquainted with new educational contents, services, methods and, of course, educators from different countries.

Logistics and Fees

Summer school participation includes joining interesting workshops and discussion, on site study visits, local travel, accommodation for four nights in a 3*** Hotel in Tvrđa, coffee breaks, lunches and dinners. The Early Bird Fee of € 495,- per person will cover for all of this.

In addition, we will also offer a discounted rate for Individual EuroClio Members. The discount for Individual EuroClio Members is of € 45,-, and is applicable to the Early Bird Fee and to the Full Summer School Fee.


Croatian History Teacher's Association

Museum of Slavonia

First short-term joint staff training for the Football Makes History project

The first 3-day thematic workshop within the Football Makes History project will take place from 1-3 February in Rotterdam, the Netherlands. The central theme of the workshop will be discrimination and anti-semitism. The Anne Frank House will be the workshops’ host, regarding its unique position in the world as a place of memory and responsibility to prevent discrimination world-wide. The programme of the workshop will include interesting presentations by experts on discrimination, insight into the Anne Frank House’s FanCoach project and group sessions on the development of educational material using football as a door opener to address issues of discrimination.