“Remember for the Future” Conference Pristina, 17-20 November 2005

1. Joint History Project 1998 – 2005 Four History Workbooks “Remember for the Future” Conference Pristina, 17-20 November 2005 Sheila Cannon November 2005

2. Project Statistics • Initiated in 1998 by CDRSEE Board and Prof. Maria Todorova as the Joint History Project (1998 – 2005) • 2 parts: Academic Committee and the History Education Committee • 7 Academic Conferences, annual event • 7 Textbook Workshops (1999 – 2000) • 7 Teacher Training Workshops (2001 – 2002) • 3 Publications • Joint History Project Human Network: 200 people in 11+ countries • 4 History Workbooks: Alternative Teaching Materials (2002 – 2006) November 2005

3. ALTERNATIVE TEACHING MATERIALS • Resource packs for teachers covering 4 major historical themes • Primary and secondary sources from 11 countries • Four Workbooks: • The Ottoman Empire • Nations and States in Southeast Europe • The Balkan Wars • World War II November 2005

4. GOALS • To improve history education in SEE • To raise awareness of ethnocentric history • To help reduce the reproduction of stereotypes • To empower history teachers to be agents of change in their societies • To build a network of educators and scholars working on SEE history November 2005

5. SOME FACTS • The purpose of history education is to form national identity; • National curricula and textbooks have an ethnocentric bias; • Curricula and textbooks in most countries of SEE are tightly controlled by the ministries of education; • Educators WANT to renew their teaching and have access to alternative materials; • It is not possible to compile a uniform, homogenising history of SE Europe in a single textbook which could be used in all countries. November 2005

6. Change in Historiographical approach Change in Educational approach IMPROVING HISTORY EDUCATION November 2005

7. CHANGE IN HISTORIOGRAPHICAL APPROACH • National history, not nationalistic history • The regional history of SEE is not self-contained but part of European and world history • History is not continuous, homogeneous and harmonious November 2005

8. CHANGE IN EDUCATIONAL APPROACH • Self-knowledge beyond national identity • Critical thought is encouraged with the use of testimonies presenting different versions of the same event • Examining historical evidence gives insight into historians’ work • Moral assessment of human acts November 2005

9. EXAMPLE LESSON OTTOMAN EMPIRE WORKBOOK IVa. Elites and commoners. Social types. IV-1. The contempt of the Ottoman elite towards the Turkish peasants One day two Turks talking to each other, Using improper language in their conversation, One of them asks, “what happens if you become a lord, You become a great man among the people. What would you eat most at your meals, o brother? Soup, delicious meats or chicken?” The other says “I would eat soft bread and fresh onions. This is the best” [……] This Turkish people is a strange one They fail to differentiate between good and bad Their mouths don’t appreciate good taste Their talk is not worthy to repeat Source: Güvahi, p.167-168. November 2005

10. Explanatory note: Pendname was an old Persian popular literature collection, rewritten and enriched by Güvahi in the first half of the 16th century, using new literary material. The text illustrates the fact that the members of the Ottoman elites used the term ‘Turks’ not for themselves, but for the ‘uncivilised’ Anatolian peasants. Questions: What were the arguments of the poet against the “Turkish people”? Do you know any similar examples of elite contempt towards the common people from your own history? EXAMPLE LESSON, cont. November 2005

11. Astronomic observatory in Istanbul (c.1580) Source: Lewis, 1997, p.200

12. Translate books into languages of the region Distribute books via teacher training workshops Work with more local partners Co-operate more closely with Ministries of Education where possible Maintain international donors’ interest in the Balkans and in history education Current Challenges November 2005