Ko smo mi
Knjige zajedničke historije (JHB) predstavljaju pionirsku šestotomnu zbirku koja sadrži autentične historijske izvore iz 13 zemalja Jugoistočne Evrope. Umjesto stvaranja historiografskih analiza, fokusirani smo na predstavljanje izvora uz različite perspektive. Cilj JHB-a je da promoviše multiperspektivni pristup i kritičko razmišljanje u školama širom regije.
Naši materijali osporavaju lažne narative, diskriminaciju i predrasude, pomažući u izgradnji inkluzivnijih i demokratskijih društava.
od 13 zemalja jugoistočne Evrope.
Obuhvataju period od Osmanskog carstva do 2008. godine.
Dobitnici nagrade
Stvaranje zajedničkih udžbenika povijesti (dokumentarni film)
Saradnici uključeni u projekat već više od dvije decenije razgovaraju o stvaranju zajedničkih udžbenika historije.
NAJNOVIJE VIJESTI
ŠTA RADIMO
Opremamo nastavnike i učenike alatima za analizu i debatu o nacionalnim historijskim narativima. Sadržaj je ilustrativne prirode i izbjegava konačna tumačenja. Umjesto toga, tomovi koriste uporedni okvir osmišljen da olakša samostalno historijsko istraživanje.
Ovakav pristup podstiče kritičko razmišljanje ne samo o prošlosti, već i o sadašnjosti i budućnosti.
Ove knjige bile su ključni projekt Centra za demokratiju i pomirenje u jugoistočnoj Evropi (CDRSEE), nevladine organizacije sa sjedištem u Solunu, koja je bila posvećena izgradnji demokratskih i nenasilnih društava. Uprkos uspjehu, CDRSEE je prekinuo svoje aktivnosti 2019. godine zbog nedostatka finansijskih sredstava. Zahvaljujući Evropskom fondu za Balkan (EFB), knjige su ponovo dostupne javnosti. EFB prepoznaje njihovu vrijednost ne samo u obrazovanju iz historije, već i u podsticanju dijaloga, kritičkog mišljenja i višedimenzionalnog pristupa obrazovanju u jugoistočnoj Evropi.
Između 1998. i 2016. godine, historičari i nastavnici iz jugoistočne Evrope sarađivali su na izradi šest knjiga koje pokrivaju period od Osmanskog carstva do 21. stoljeća. Prve četiri knjige objavljene su na 11 jezika, dok su preostale dvije na četiri jezika. Komitet za obrazovanje iz historije CDRSEE-a, sastavljen od više od 100 historičara i 300 nastavnika iz svih zemalja regiona, pažljivo je birao izvore i sadržaj za knjige kako bi osigurao predstavljanje historijskih događaja iz različitih perspektiva.
Ove knjige namijenjene su za korištenje u nastavi i nastale su u saradnji sa historičarima i nastavnicima iz svih dijelova Jugoistočne Evrope: Albanije, Bosne i Hercegovine, Bugarske, Hrvatske, Kipra, Grčke, Kosova, Crne Gore, Rumunije, Severne Makedonije, Slovenije, Srbije i Turske.
Ukupno 2.000 nastavnika učestvovalo je u projektu, čime je obrazovnim materijalima obuhvaćeno više od 500 000 učenika. Priručnici su prevedeni na 10 jezika, što ih je učinilo dostupnim širokoj publici širom regiona. Samo tokom 2017. godine, knjige su preuzete 74.000 puta, što svjedoči o njihovom značajnom uticaju i širokoj upotrebi.
UČI I INSPIRIŠI
IZABERITE KNJIGU
Osmansko carstvo
Nacije i države u jugoistočnoj Evropi
Balkanski ratovi
Drugi svjetski rat
Hladni rat (1944-1990)
Ratovi, podjele, integracija
ZAPRATITE NAS
Vjerujemo da je važno da historija bude interaktivna i dostupna svima. Naš cilj je da podstaknemo razgovor sa mlađim generacijama, da im pomognemo da prepoznaju historijske zablude i da promoviramo nijansiranije razumijevanje prošlosti. Pozivamo vas da nas zapratite na različitim platformama.
Odlučili smo da predstavimo svoj rad na društvenim mrežama kako bismo došli do nove digitalne publike.
UTISCI
This is a long-term endeavor — it’s been going on for almost three decades. And the world has changed incredibly over these thirty years.
Three decades ago, we rarely used personal computers, and the internet was just beginning to emerge. What worries me is whether the things we thought about and wrote back then can be translated into the present moment — into what we now call social media, into new forms of expression. And I think my generation probably can’t do that anymore.
That’s why I would be truly glad if young people — all young people — took over this idea, this endeavor, transformed it, adapted it, but still expressed themselves through the foundations on which we built this project: respect for diversity, respect for the variety that exists in how people think, live, and envision the future.
So that is my greatest wish — for young people to come and carry this forward.
We were historians, we loved history, and we wanted societies to change for the better. We believed that history could be a means to change the world — and that’s what we wanted: to change the world. Even today, what is it, 30 years later? Even today, we believe this is a noble cause worth fighting for.
Unfortunately, since then… and based on the conclusions we reached back then, it seems that not much has changed. There are still problems in schools — with textbooks, with the way history is taught, with the discourse around history, which remains highly nationalistic. But above all, the fact that children don’t love history.
So, we must be doing something wrong. Maybe it’s time for all of us to join forces and change that.
This project, launched three decades ago, is just as necessary today as it was back then, because some things in our societies in Southeast Europe — and elsewhere in the world — have not changed. One of those things is that history education is still conducted according to an ethnocentric, nationalist principle. In other words, history teaching is often misused to present one’s own nation as wonderful, admirable, exceptional — always a victim, never an aggressor — while portraying all those around us as something less.
What is unique about this kind of multiperspective approach to history is that it gives us the opportunity to learn what others think about us. And others often have a much more realistic view of us than we have of ourselves.
I believe this project is important for several reasons. One is that, over the thirty years it has lasted, those of us who have worked on it have grown closer and created a kind of micro-community of historians from the region, which functions very well — not just professionally, but we have, of course, become friends over that time. And for me personally, that would be the most important part of the project.
But yes, the project is also important because of the impact it has had through its results. I think we’ve managed to connect many history teachers from across the region, and that these teachers now look at history differently. They’ve become aware of the need for comparison — not just interpreting their own national history, but comparing it with the histories of neighboring countries, in order to see which experiences are shared and which are different.
And finally, I believe — I hope — that this has had an impact on the students who are taught by these teachers. That might be a bit difficult to measure, but I truly hope this project has, in that way too, left a significant mark in all the countries involved.
We concluded the textbook with the period after the Cold War up until 2008, which means it covers the most sensitive topic of all the textbooks we’ve created — because the processes are not yet complete, because we still don’t know what will happen with the borders, because some wish for those borders to change. That they won’t remain as they are now. Because we don’t have enough sources, and because the traces are still very personal and sensitive.
And here, we must seek some kind of balance — a balance in open classroom discussion, but also a balance with politics, especially because new countries, young states, were formed during the very process of making these textbooks. These countries look at history from today’s perspective. And it’s always difficult to explain to them what the actual historical context is.
And I think this will be one of the biggest challenges, especially as we shift to modern, visual methods — one of the biggest problems we will have to face.
