The Period seen through the Eyes of an Individual. Ukraine and Europe 1900-1939
In 2000, while submitting the project, we wrote that Ukraine was one of the new states in Central and Eastern Europe that is building a new identity and a new position in Europe. School history was made a key topic in the Ukrainian process of nation building. This choice gave history also the position of the most politicised school subject. In the project “New Times, New History” we looked into this role of history education with focus on contributing to stability and democracy in Ukraine, especially regarding the different regions and ethnic and linguistic communities within the country, but also regarding the relations with the neighbouring countries. The school history textbook, History of the Epoch. The Period seen through the Eyes of an Individual. Ukraine and Europe 1900-1939, which is the result of this project, mirrors these specific elements.
Download the full publication
Part of the Project
New Times, New History
Funded by
MATRA Programme
Members involved
All-Ukrainian Association of Teachers of History and Social Studies (Nova Doba)
Contributors
Local coordinators:
Iryna Kostyuk, Polina Verbitska.
Authors:
Serhiy V. Bilonozhko, Yuriy S. Komarov, Viktor O. Mysan, Andriy O. Osmolovskyi, Olexandr Zaytstev.
Ukrainian Consultants:
Dr. Tetyana V. Ladychenko, Prof. Dr. Olena I. Pometun, Prof. Dr. Yuri Shapoval, Prof. Dr. Olexandr A. Udod, Raisa Yevtushenko.
Ministry of Education of Ukraine:
Dr. Pavlo B. Polyansky.
International Experts:
Tony McAleavy, Richard Dargie, Christa Donnermair, Julia V. Kushnereva, Duncan Toms.
History Educators:
Lyudmyla M. Mala, Olexandr V. Starukh, Lyudmyla I. Kalinina, Olexandr A. Bilous’ko.
Dutch Ministry of Foreign Affairs:
Meie Kiel, Kateryna Bardadym, Jos Uyterlinden.
Feeling the Museum: putting oneself in the shoes of students with special needs to understand how to provide the best didactic experience possible
Students as Mediators of Conflicts
Find out what New Students Bring to the Classroom
As a response to an increase in new students in the Swedish educational system, the Swedish Board of Education tasked a group of schools and universities to find a way to assess what newly arrived students know in order to provide the best possible education for each student, as well as focusing on their strengths rather than their weaknesses. This resulted in the formation of materials for conducting discourse around history for the purpose of assessing the historical competencies of newly arrived students. This is done in the form of a 70-minute conversation between a teacher and a student. The assessment is meant to provide valuable insight into what the students are already familiar with, so that teachers can take this into account when creating lesson plans.
