Suchergebnisse

[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.

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.

[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.