شبكة المعلومات العربية التربوية

Many academic theorists of history and history education have been writing about reconciliation through the learning and teaching of history. However there is little empirical information nor about the practical applications neither about the implementation of such approaches. In this contribution, I would like to have a closer look at EUROCLIO’s working methods in areas with internal political, ethnic and religious tensions such as Bulgaria, Estonia, Latvia, Moldova, Rumania, Russia, Ukraine, and Turkey, and in countries and regions which have experienced recent violent conflicts such as Bosnia, Croatia, Cyprus, Georgia, the Republic of Macedonia and Serbia. I would then like to explore the question if the work of EUROCLIO could qualify as example for reconciliation through teaching history and if its approach builds a teaching and learning of history that supports sustainable political entities. (Author’s Abstract)