Key Results of the series of Events about Migration and History Education
Cracow, Poland: Students, Teachers and Academics agrees that Concerning history teaching in Poland about migration, the main problem seem to be nationalistic and old-fashioned views that still exist within the Polish understanding of history. The view of the pupils is also often limited only to Poland and only to the migration movements of today. There should also be more space in the curriculum for teaching about migration, and the curricula should be more similar in different European countries in order to avoid nationalistic aspects in teaching. Read More...
Berlin, Germany: Experts in the field of History and Migration Education from Germany, Malta, Poland, Slovakia, the Netherlands, Morocco, Latvia, Turkey, Denmark, Bosnia and Macedonia exchanged views on Migration and how it is being taught with History Students of the Freie Universität met to discuss the challenge of teaching history to students who do not share the same historical background, compare how the history of migrants is thought in various settings and share ideas and experiences on the teaching of history of migrants across disciplines. “Being a Migrant is not a big deal”, seems to be the slogan under which all felt the same is relevant for their countries. Read More...
Paris, France: Over 70 French History Teachers and experts accounted that the education to diversity and multiculturalism applies to different subjects and disciplines. The teaching of history cannot be totally identified to it and has to keep its specificity and distance from an intercultural learning which answers some social requirements. In the case of migration, the historical point of view take into consideration a different timeframe and shows how (im)migration is an old phenomenon. Migration history can be used to show complexities in time, but also in the definition of identity: the construction of an image of the other within a given society also helps to understand how this very society used to see or still sees itself. Read More...
Helsinki, Finland: Over 70 Students of History, with a number of History Teachers debated and concluded that Migration is a relevant theme for History Education, and that the mental exploration into how and what to teach within this theme, is a good platform to think about whether or not we need to totally renovate the History Curriculum, in a way that it addresses current themes and Global issues. But the subject also suffers from a vested political interest in a national history education that legitimizes the nation-state. Therefore Civil Society has to tread carefully, but to steer this debate forward. “If there is too much change, history will diminish in the curriculum”. The group pondered a possible common European History Textbook. Innovative topics were proposed like: Movement of Businesses, Integration in Cities, Urbanization, Modern Development aid, Jewish – German diaspora and more. Read More...
Oxford, United Kingdom: Teaching about Migration seems to be a real paradigm shift: Europe’s identity is an identity of migration, rather than a theme. It’s the key issue of understanding that what we’re talking about is Europe’s – and British – identity, rather than adding something in. It’s about restructuring what’s already there. Plus, that sense that if something can be done on this, it can be done by making it less frightening and less political. “Migration History can make Migration be seen as normal, which it evidently is.” Read More...
Leiden, The Netherlands: During two days, young researches of Migration came together with History Teachers and students, to develop a common vision on the idea that migration is not a new phenomenon, but rather a constant and structural element of human life and, hence, an engine to social history. This fact is commonly not acknowledged by historians which has its reasons in the development of history itself. The discourse on migration does not fit within a national discourse, since national history teaches us that nations consist of a stable population and a common culture. Consequently, the normal movements of people – including movements within and over national borders – remains outside of the picture. ”We need to change how we look at our own pasts, before we can relate to each other better.”
Read More...
Bologna, Italy: Over 25 teachers came together with many more students and academics from many fields to explore how migrants are represented in the media, which best-practices work in class-room already and the main result has been the ability to make the logical connection between emigration and immigration. A custom’s officer from Italy’s island of Lampedusa shared how African immigrants are treated and what their experiences are. Thus history was connected to present-day situations. Read More...
Skopje, Republic of Macedonia: As it is very important to keep the European Project larger than the EU, an event on this theme was organised in the Republic of Macedonia. Here, 20 teachers gathered, and explored how migration is a key-perspective which is really lacking in the Albanian-language as well as the Macedonian-language textbooks. In addition, bigger issues, like the post-Yugoslavia state-formation of Kosovo, and the presence of large Roma Communities, could be addresses if a more innovative approach to History would be possible. However, many were sceptical about the Ministiry’s trust in educators. Read More...
Vienna, Austria: All elements of the project came together in Vienna for a two-day event, which included a cross-border visit to Slovakia. Because international representatives of many Parents’ Associations joined with international representatives of history teachers, academics and students, a great feeling of inclusiveness and shared learning arose. The partnership with the European Parents Association proved that European civil societies recognise their common challenges.
Read More...
Berlin, Germany: Experts in the field of History and Migration Education from Germany, Malta, Poland, Slovakia, the Netherlands, Morocco, Latvia, Turkey, Denmark, Bosnia and Macedonia exchanged views on Migration and how it is being taught with History Students of the Freie Universität met to discuss the challenge of teaching history to students who do not share the same historical background, compare how the history of migrants is thought in various settings and share ideas and experiences on the teaching of history of migrants across disciplines. “Being a Migrant is not a big deal”, seems to be the slogan under which all felt the same is relevant for their countries. Read More...
Paris, France: Over 70 French History Teachers and experts accounted that the education to diversity and multiculturalism applies to different subjects and disciplines. The teaching of history cannot be totally identified to it and has to keep its specificity and distance from an intercultural learning which answers some social requirements. In the case of migration, the historical point of view take into consideration a different timeframe and shows how (im)migration is an old phenomenon. Migration history can be used to show complexities in time, but also in the definition of identity: the construction of an image of the other within a given society also helps to understand how this very society used to see or still sees itself. Read More...
Helsinki, Finland: Over 70 Students of History, with a number of History Teachers debated and concluded that Migration is a relevant theme for History Education, and that the mental exploration into how and what to teach within this theme, is a good platform to think about whether or not we need to totally renovate the History Curriculum, in a way that it addresses current themes and Global issues. But the subject also suffers from a vested political interest in a national history education that legitimizes the nation-state. Therefore Civil Society has to tread carefully, but to steer this debate forward. “If there is too much change, history will diminish in the curriculum”. The group pondered a possible common European History Textbook. Innovative topics were proposed like: Movement of Businesses, Integration in Cities, Urbanization, Modern Development aid, Jewish – German diaspora and more. Read More...
Oxford, United Kingdom: Teaching about Migration seems to be a real paradigm shift: Europe’s identity is an identity of migration, rather than a theme. It’s the key issue of understanding that what we’re talking about is Europe’s – and British – identity, rather than adding something in. It’s about restructuring what’s already there. Plus, that sense that if something can be done on this, it can be done by making it less frightening and less political. “Migration History can make Migration be seen as normal, which it evidently is.” Read More...
Leiden, The Netherlands: During two days, young researches of Migration came together with History Teachers and students, to develop a common vision on the idea that migration is not a new phenomenon, but rather a constant and structural element of human life and, hence, an engine to social history. This fact is commonly not acknowledged by historians which has its reasons in the development of history itself. The discourse on migration does not fit within a national discourse, since national history teaches us that nations consist of a stable population and a common culture. Consequently, the normal movements of people – including movements within and over national borders – remains outside of the picture. ”We need to change how we look at our own pasts, before we can relate to each other better.”
Read More...
Bologna, Italy: Over 25 teachers came together with many more students and academics from many fields to explore how migrants are represented in the media, which best-practices work in class-room already and the main result has been the ability to make the logical connection between emigration and immigration. A custom’s officer from Italy’s island of Lampedusa shared how African immigrants are treated and what their experiences are. Thus history was connected to present-day situations. Read More...
Skopje, Republic of Macedonia: As it is very important to keep the European Project larger than the EU, an event on this theme was organised in the Republic of Macedonia. Here, 20 teachers gathered, and explored how migration is a key-perspective which is really lacking in the Albanian-language as well as the Macedonian-language textbooks. In addition, bigger issues, like the post-Yugoslavia state-formation of Kosovo, and the presence of large Roma Communities, could be addresses if a more innovative approach to History would be possible. However, many were sceptical about the Ministiry’s trust in educators. Read More...
Vienna, Austria: All elements of the project came together in Vienna for a two-day event, which included a cross-border visit to Slovakia. Because international representatives of many Parents’ Associations joined with international representatives of history teachers, academics and students, a great feeling of inclusiveness and shared learning arose. The partnership with the European Parents Association proved that European civil societies recognise their common challenges.
Read More...