"In den aktuellen Geschichtsschulbüchern Europas hat sich weithin unbemerkt ein gemeinsames Inventar von historischen Bildquellen zur neueren europäischen Geschichte etabliert, dem man offenbar europaweit einen herausragenden historischen Symbolwert zuschreibt. Der Beitrag stellt den neuen Bilderkanon vor und erörtert dessen geschichtsdidaktisches Potenzial für eine historische Bildung in Europa, welche die gegebenen regionalen und nationalen historischen Identitäten einerseits bewahrt und andererseits zunehmend mit europäischen Orientierungen verbindet, die dem Prinzip der 'Einheit in der Vielfalt' gerecht werden." (Autorenreferat)
Die politischen Zukunftsentwürfe des Kreisauer Kreises : Die Rekonstruktion vergangener Erfahrungshorizonte im historischen Lernen ; The ideas of the resistance group 'Kreisauer Kreis' on the post - Hitler society are an element in the ambivalent image - building of Germany (West und East) after World War II. In the Cold-War area these ideas were interpretated more from moralistic than a historical point of view. History teaching, based on relevant sources, can contribute to clarify this tension, to differentiate the concept of resistance against the Nazi-regime and to detect the danger of anachronism in each post-factum (re)construction.
History education and (post-)colonialism – Discourses on colonialism – Teaching a common colonial past – South Africa's colonial historiography – Perspectives of colonist and colony – Cosmopolitanism – Postcolonial perspectives – Colonial complicity – 'Colonization' discourses – 'Empire' taught in English schools – Postcolonial people's history – Visual representations – The case of Vietnam
This book deals with the challenges for history education arising from the centrality of colonialism in shaping the modern world. It breaks new ground by bringing together an international range of national studies on the legacies of colonialism that permeate the way how colonial history is thought and taught at schools. The case studies examine the representation, understanding and use of colonial heritage from different angles: They focus on European and non-European states as well as on states with and without colonial past as colonizers or colonized. Thus, and with its wide range of approaches – postcolonial theory, memory studies, educational media studies, teaching practice – this volume makes an essential research contribution to the ongoing international debate on the position of colonial history in present and future history education.
This volume of essays is the result of the EU project «EHISTO», which dealt with the mediation of history in popular history magazines and explored how history in the commercialised mass media can be used in history teaching in order to develop the media literacy and the transcultural competences of young people. The volume offers articles which for the first time address the phenomenon of popular history magazines in Europe and their mediating strategies in a foundational way. The articles are intended as introductory material for teachers and student teachers. The topic also offers an innovative approach in terms of making possible a European cross-country comparison, in which results based on qualitative and quantitative methods are presented, related to the content focus areas profiled in the national magazines.
Beitrag auf der Tagung der IGG in Tutzing vom 22. bis 26. September 1997 "Historisch-politisches Bewußtsein in einer globalisierten Gesellschaft. Von der Lokalgeschichte zur Weltgeschichte"
[ES] A pesar del interés por la interculturalidad como una prioridad en la Unión Europea, el desarrollo de las competencias interculturales las y habilidades en los procesos de aprendizaje para toda la vida aún no se ha logrado. De acuerdo con un estudio de ERICarts, para avanzar hacia una estrategia para el diálogo intercultural, los principales cambios de paradigma todavían están por desarrollarse. Especialmente en el campo de la educación, es necesario pasar de los cánones tradicionales para abrir procesos de interacción creativa y construir puentes interculturales mediante el desarrollo de habilidades y competencias a través de programas educativos y canales tecnológicos relacionados con los medios sociales. El objetivo de este trabajo es identificar y valorizar las mejores prácticas de los dos proyectos del Programa LifeLongLearning de la Unión Europea (MIH y EHISTO) que se centraron en el desarrollo de habilidades y competencias en la educación intercultural. El equipo involucrado en este trabajo tiene el propósito de desarrollar una red autosostenible, en torno a un ecosistema tecnológico que apoye el fomento de la innovación metodológica, el conocimiento abierto y el intercambio de experiencias y buenas prácticas, tanto en el contexto del aula como en el de las políticas educativas, así como hasta tres iteraciones de un programa de aprendizaje intercultural, como parte de una estrategia de promoción del aprendizaje intercultural en la educación. Esto también incluye el diálogo político, encaminado a elevar el interés de las autoridades educativas y la promoción de su participación. ; [EN] Despite the interest of interculturality as a priority in the EU, the development of intercultural competences and skills on lifelong learning processes has yet to be achieved. According to an ERICarts study, to move towards a strategy for intercultural dialogue, main changes of paradigm still need to take place. Particularly in the field of education, it is necessary to move from traditional canons to open processes of creative interaction and build bridges by developing intercultural skills and competences through educational and media programmes. The aim of this paper is to identify and valorize the best practices of two LLP projects (MIH and EHISTO) that focused on the development of intercultural skills and competencies in education. The team involved in this paper will implement a self sustainable network, centred around a technological ecosystem that will support the promotion of methodological innovation, open knowledge and sharing of experiences and good practices, both in classroom and policy contexts, as so as three iterations of an intercultural learning programme, as part of a strategy of promoting intercultural learning in education. This will also include policy dialogues, aimed at raising the interest of educational authorities and promoting their involvement.
Die Bildungsmaterialien nehmen anhand ausgewählter Biografien von People of Color Verflechtungen zwischen kolonialem und rassistischem Denken und Handeln im Nationalsozialismus in den Blick. Sie setzen damit Impulse für verflechtungsgeschichtliche Ansätze in der schulischen und außerschulischen Bildungsarbeit und wollen zu einer rassismuskritischen sowie multiperspektivischen und inklusiven Erinnerungskultur anregen.
[EN] EHISTO (European history crossroads as pathways to intercultural and media education) is concerned with the mediation of history in popular (science) media and the question of social and political responsibility of journalists and other mediators of history, especially teachers, in the field of commercial presentation of history. The project responds to the increasing significance of a commercialised mediation of history within the public historical culture and reflects the fact that these representations, which do not always meet the EU standards for history education, can have a lasting impact on the young generation's understanding of history. Using the example of popular history magazines, the project shall, besides the necessary basic research, develop didactically reflected materials for both history education in school as well as initial and in-service teacher training. On one hand enable a media-critical examination of history magazines and on the other hand, by working with the history magazines, the project addresses itself to popular interpretations of history from the participating countries and reflects their similarities and differences in European cultures of remembrance. Therefore, this approach not only trains mediacritical competences but furthermore enables a multi-perspective and comparative access to history. The project EHISTO will last two years and is funded by the EU Lifelong Learning Programme with about 300,000 euros. Partners from six European nations take part in the project.
[EN] Religious and cultural diversity are today more than ever a critical and political challenge as the recent emergencies related to geo-political and economical global transformations clearly show. European countries are concerned by a big immigration flow that demands an educational effort in order to foster the mutual understanding and integration. According to Toledo guiding principles, IERS project meets the needs of an innovative approach in teaching about religions and beliefs at school by providing teachers of humanistic disciplines with new tools that help teachers and pupils to plunge deeper into religions and cultures of non-european countries, as well as raising the knowledge of the religious traditions that contributed to the common European cultural Identity, promoting it in the best way suited for encourage intra -and extra- European cultural dialogue attitudes. The Project aims to support the development of social, civic and intercultural transversal key competences by educating towards a positive understanding of cultural and religious differences, a readiness to engage in dialogue and to avoid or manage conflicts. By encouraging teachers and pupils to expose themselves to the differences and commonalities of religious topics, it promotes also the values of democracy, equality and human rights as it deals with social and civic dimensions of both intercultural and interreligious dialogue. The project will involve high school in-service teachers by developing a complete set of didactical tools and training experiences. The results will be: 1. A baseline study which analyzes the actual situation of teaching about religions throughout Europe; 2. New innovative didactic tools such as Multimedia Digital Modules to be used in classroom activities, accompanied by a Handbook with didactical guidelines for teachers. 3. Teacher support activities (virtual community, training activities, developing of didactical projects to apply in classroom).
