Either consciously or not, people refer to the history of a society and this shapes their self-perception as citizen. However, an 'anchoring' in the past is not given, it is on the contrary produced through reflecting and debating, through social interaction and thus creating a 'standpoint'. When people talk about history, they often 'negociate' belonging. The more and more right-wing tendencies in all over Europe are mostly linked with a (re-)nationalisation of history. This goes along with the claim of the 'right' and only true point of view. History is then less regarded as a source of inspiration which allow to discover the diversity of the world. However, this richness is in Europe alive as the topics and cultures to memorize history strongly differ. An exchange on the different themes and taboos of thinking history would defenitely foster mutual understanding and accepting plurality at the same time. This Exchange of Good practices aims to share methods and didactic skills to a) enhance intercultural dialogue in times of political tensions and b) to reach so-called disadvantaged learners, among them those who tend to right-wing populism. Trainers from 5 organisations in North, South, West and Central Europe share their perspectives on different historical experiences during three transnational project meetings and apply participative, creative approaches within two training activities. Each partner cooperates with local organisations (mostly community centers) to reach their learners / target groups directly. The project results in one chapter of teaching material on history education with disadvantaged adult learners. History education is certainly 'future education' - by debating on the prospects of Europe. The project's impact is the professionalisation of trainers and an enhanced quality of their educational offers. Participants experience self-esteem and self-efficacy, taking part in society's matter and can better cope with plurality. The project management takes orientation on the work-based structure methodology.
Either consciously or not, people refer to the history of a society and this shapes their self-perception as citizen. However, an 'anchoring' in the past is not given, it is on the contrary produced through reflecting and debating, through social interaction and thus creating a 'standpoint'. When people talk about history, they often 'negociate' belonging. The more and more right-wing tendencies in all over Europe are mostly linked with a (re-)nationalisation of history. This goes along with the claim of the 'right' and only true point of view. History is then less regarded as a source of inspiration which allow to discover the diversity of the world. However, this richness is in Europe alive as the topics and cultures to memorize history strongly differ. An exchange on the different themes and taboos of thinking history defenitely fosters mutual understanding and accepting plurality at the same time. This Exchange of Good practices allowed to share methods and didactic skills to a) enhance intercultural dialogue in times of political tensions and b) to reach so-called disadvantaged learners, among them those who tend to right-wing populism. Trainers from 5 organisations in North, South, West and Central Europe shared their perspectives on different historical experiences during three transnational project meetings and applied participative, creative approaches within two training activities. Each partner cooperated with local organisations to reach their learners / target groups directly. The project resulted in one chapter of teaching material on "HERstory and the dynamics of "1989" in GDR" as we learned during the project that transformation periods are still alive and moving adults. Due to the 30th anniversary of the democractic change in the GDR and Eastern Europe we combined a) making a still current historical issue a subject of discourse with b) creative approaches and c) a European dimension. The project's impact lays in the professionalisation of trainers and an enhanced quality of their educational offers, deeper mutual and intercultural understanding and being sensitised towards the role which women they often play in particular in exceptional historical situations - and the silence which is often 'organised' around them afterwards as part of memory politics. The project management took orientation on the work-based structure methodology.