History Education and Conflict Transformation

This volume discusses the effects, models and implications of history teaching in relation to conflict transformation and reconciliation from a social-psychological perspective. It provides an in-depth exploration of the role of historical narratives, history teaching, history textbooks and the work of civil society organizations in post-conflict societies undergoing reconciliation processes.

Rwanda: Why Genocide Ideology Studies Are Key in Peace Building

The 2010 Education for All Global Monitoring Report revealed that the history taught at both primary and secondary levels propagated a version of the past based largely on colonial stereotypes and interpretations of Rwandan history, which supported the political ideology during that period and established fertile ground for conflict and genocide. What is taught to students has a lifelong impact on them and determines, to a large extent, their perception of life and their future decisions. This is precisely what informed the introduction of integrated genocide ideology studies so that a new generation of ‘clean minds’ is molded in the quest for a genocide ideology-free Rwanda.

Wayward and Fanciful: The Mindanao-Sulu Peace and History Education Project (Philippines)

Republic Act No. 10908 mandates the integration of Filipino-Muslim and Indigenous Peoples history, culture and identity in the study of Philippine History in both Basic and Higher Education. The law recognizes the ultimate objective of creating an inclusive history that accounts for all Filipinos. There is however a dearth of resources on Bangsamoro and Lumad history, art, literature, and language. The Mindanao-Sulu History and Peace Education Project seeks to respond to this need.

Final Conference of ‘Developing a culture of co-operation when teaching and learning history’ held in Cyprus

The Association for Historical Dialogue and Research (AHDR) organized, in cooperation with the Council of Europe (CoE), the final conference of ‘Developing a culture of co-operation when teaching and learning history’ on the 10th and 11th of March 2017 at the Home for Cooperation.

Ottoman miniature of the siege of Belgrade by Mehmed II in 1456. (Photo by WikipediaUser “Dencey”, 2017 © Public Domain, https://de.wikipedia.org/wiki/Mehmed_II.#/media/File:Siegebelgrade.jpg)

Ottoman History and Peace Education

ince the dawn of the new millennium, humanity has been confronted with many problems. These include starvation, poverty, racism, ethnic hatred, wars, terrorism, genocide, environmental pollution, illegal immigration, violence, street crimes and intolerance. In order to solve these issues, education can play an important role; it can also render our world both pleasanter and kinder. Moreover, education can help students to develop skills for practical thinking, problem solving and co-operating with each other. Besides encouraging creativity, innovation and communication, peace education can drive students towards a more conscientious, tolerant, peaceful and democratic way of thinking.

Change: History Learning and Human Rights Education

“Change: History Learning and Human Rights Education,” a new book by Martin Gap, Felisa Tibbitts, Else Angel, Lea Fenner (Ed.), asks what opportunities offer combinations of human rights education and history learning for the empowerment of learners and for further development of both educational approaches? And what would such a combination look like in educational practice?

Representatives of ADHR receiving the Max van der Stoel Award.

Cyprus-based NGO Association for Historical Dialogue and Research named winner of 2016 Max van der Stoel Award

The Dutch Minister of Foreign Affairs, Bert Koenders, presented the Association for Historical Dialogue and Research (AHDR), a Cyprus-based non-governmental organization, with the Max van der Stoel Award 2016 for its work on history teaching as a tool for reconciliation in Cyprus.

New Publication: How to Introduce Gender in History Teaching

How to Introduce Gender in History Teaching, a publication of the Association for Historical Dialogue and Research (AHDR), focuses on gender as a missing lens when teaching history in school. The silencing of women’s involvement in Cyprus history results in the neglecting of the multiple ways in which they have contributed to and participated in society. After reviewing the different ways Greek-Cypriot as well as Turkish-Cypriot women have been kept absent from school history, we conclude with eight lesson plans for teaching history from a gender perspective.