Ko smo mi
Knjige zajedničke istorije (JHB) predstavljaju pionirsku šestotomnu zbirku koja sadrži autentične istorijske izvore iz 13 zemalja Jugoistočne Evrope. Umesto da stvaramo istoriografske analize, fokusirani smo na predstavljanje izvora uz različite perspektive. Cilj JHB-a je da promoviše multiperspektivni pristup i kritičko mišljenje u školama širom regiona.
Naši materijali osporavaju lažne narative, diskriminaciju i predrasude, pomažući u izgradnji inkluzivnijih i demokratskijih društava.
od 13 zemalja jugoistočne Evrope.
Oni obuhvataju period od Osmanskog carstva do 2008.
Dobitnici nagrade
Stvaranje zajedničkih udžbenika istorije (dokumentarni film)
Saradnici koji su uključeni u projekat više od dve decenije razgovaraju o izradi Zajedničkih udžbenika istorije.
ŠTA RADIMO
Osnažujemo nastavnike i učenike alatima za analizu i debatu o nacionalnim istorijskim narativima. Sadržaj je ilustrativne prirode i izbegava konačna tumačenja. Umesto toga, tomovi koriste uporedni okvir osmišljen da olakša samostalno istorijsko istraživanje.
Ovakav pristup podstiče kritičko mišljenje ne samo o prošlosti, već i o sadašnjosti i budućnosti.
Ove knjige bile su noseći projekat Centra za demokratiju i pomirenje u jugoistočnoj Evropi (CDRSEE), nevladine organizacije sa sedištem u Solunu, posvećene izgradnji demokratskih i nenasilnih društava. Uprkos svom uspehu, CDRSEE je zbog nedostatka finansijskih sredstava bio primoran da prestane sa radom 2019. Zahvaljujući Evropskom fondu za Balkan (EFB), knjige su ponovo dostupne javnosti. EFB prepoznaje njihovu vrednost ne samo u nastavi istorije, već i u podsticanju dijaloga, kritičkog mišljenja i višedimenzionalnog pristupa obrazovanju u jugoistočnoj Evropi.
Stotine istoričara i nastavnika iz Jugoistočne Evrope, bilo je angažovano u periodu od 1998. do 2016. u izradi ovih šest knjiga koje pokrivaju period od Osmanskog carstva do 21. veka: prve četiri, objavljene su na 11 jezika, a druge dve knjige na četiri jezika. Komitet za nastavu istorije CDRSEE-a, sastavljen od više od 100 istoričara i 300 nastavnika saradnika iz svih zemalja regiona, identifikovao je izvore i sadržaj za izradu knjiga, kako bi događaji mogli da se prikažu iz više perspektiva.
Ove knjige namenjene su za korišćenje u nastavi i nastale su u saradnji sa istoričarima i nastavnicima iz svih delova 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 publici širom regiona. Samo tokom 2017. godine, knjige su preuzete 74 000 puta, što svedoči o njihovom značajnom uticaju i širokoj upotrebi.
UČI I INSPIRIŠI
IZABERI KNJIGU
Osmansko carstvo
Nacije i države u jugoistočnoj Evropi
Balkanski ratovi
Drugi svetski rat
Hladni rat
Ratovi, podele, integracije
ZAPRATITE NAS
Verujemo da je važno da istorija bude interaktivna i dostupna svima. Naš cilj je da podstaknemo razgovor sa mlađim generacijama, da im pomognemo da prepoznaju istorijske zablude i da promovišemo nijansiranije razumevanje 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.
