Wednesday, 24 February 2010

Call for Articles: ‘Intercultural, Citizenship and Human Rights Education’

Special Issue of Educational Research: 2011

The special edition of Educational Research in 2011 will focus on developments in intercultural, citizenship and human rights education.

In our complex and rapidly changing world, this area of education is being given an increasingly prominent role in helping individuals, communities and societies to make a positive contribution/response to issues of social cohesion, intercultural understanding, participation and equity in society. This call for papers invites reports of original research, original critical reviews of recent research and leading-edge discussion articles from colleagues working in the area.

Articles must be accessible to the generalist reader and relevant to the journal’s international readership. Contributions from outside the UK are especially welcome. We are particularly interested in articles from a range of contexts and perspectives:

international, regional (Europe, Asia, Latin America, Africa), national, local, school, classroom, community. Articles should fulfil one of the following functions:

  • provide a meta-analysis (review) of published educational research and bring greater clarity concerning conceptual understanding and gaps in the current evidence base
  • explore the range and type of developments underway and provide exemplars of and guidance on effective policies and practices
  • discuss the impact and implications of this area of education for practitioners and learners
  • review the progress and effectiveness of on-going developments and the transferability of emerging lessons
  • suggest future directions for policy, practice and research.

Articles should begin with a

structured abstract
, include up to six keywords, and should not normally exceed 5,000 words

. (For further guidance on submission,including instructions for structured abstracts, see the journal website at - select the Instructions for Authors tab)

Articles must be submitted by email to the Guest Editors, David Kerr and Avril Keating at

by 30th July 2010
at the latest. Emails must be clearly labelled ‘ER Intercultural, Citizenship and Human Rights Education Special Issue 2011 submission’.

Submissions will be subject to the Journal’s rigorous peer review process, based on

initial editor screening (all submissions) and refereeing by at least two anonymous referees for submissions selected from the initial screening.

Please note that, if your article is accepted for publication, you will need email access for receipt of your proofs.

Tuesday, 23 February 2010

Intercultural “Tracking”: Students Explore Migration Histories

Do different family narratives and migration backgrounds have influence on the historical consciousness of young people? A current project run by Demokratiezentrum Wien (Democracy Centre Vienna) investigates how students in culturally and ethnically diverse classrooms approach history.

Austria, like many European societies, is an immigration country. This fact becomes evident in culturally heterogeneous classrooms, where students with different national and religious backgrounds learn, play, and work together. 16 % of Austrian school children have a mother tongue other than German. In Vienna the percentage is even higher (38 %). But unequal language skills are not the only challenge to intercultural teaching and learning. Due to the diversity of family narratives, migration backgrounds and national historical traditions, for young people dealing with the past is not limited to the national context of Austria anymore.

The project is funded by the Austrian Federal Ministry of Science and Research within the initiative “Sparkling Science: Science Linking with School, School Linking with Science”. According to one of the major aims of “Sparkling Science”, the students are highly involved in different working phases throughout the project: As interviewees the students provide insight in their historical consciousness, the relevance of family narratives, and about the historical topics they are interested in. The students even become researchers themselves by conducting interviews with their parents about their origins, their migration background, and their feelings of belonging.

Moreover, together with their teachers, the team of Demokratiezentrum Wien, and the project partner Initiative Minderheiten (Initiative for Minorities), the students work on a touring exhibition on migration and integration in Austria. The exhibition will be opened in summer and then be shown in schools all over the country. At the same time, a “tool kit” for using the exhibition in school lessons will be developed and thereby offering new perspectives for inclusive teaching.

Project Director: Gertraud Diendorfer

For further information please contact: Elisabeth Röhrlich, Demokratiezentrum Wien (Democracy Centre Vienna), Austria

Monday, 22 February 2010

Letter from the Chair

Dear DARE Network members, friends and colleagues,

2010 is the European Year for Combating Poverty and Social Exclusion. Despite the fact that the European Union (EU) is one of the richest regions in the world, 17% of its citizens do not have the resources to meet their basic needs. It is often the most vulnerable -- children, minorities, persons with disabilities, the elderly -- that live in poverty.

Obviously, there is not one magic solution to end poverty. However, as educators we have a particular responsibility to address poverty and social exclusion in the educational realm. Some of the strategies recommended by the EU that pertain to education and training include:
  • encourage involvement and political commitment from each and every segment of society to participate in preventing poverty and social exclusion;
  • inspire each and every European citizen to participate in the struggle against poverty and social exclusion;
  • and help deconstruct stereotypes and stigmas attached to poverty and social exclusion.
I am pleased that our network has taken up the challenge of addressing poverty and social exclusion through our activities and programming. In 2010 DARE will try to raise awareness, and initiate or strengthen ongoing efforts, aimed at preventing social exclusion. During the first DARE conference of this year ("Tackling Poverty and Social Exclusion in Europe through Education for Democratic Citizenship and Human Rights Education in Adult Learning", Glasgow, 4-5 March), we will be able to take stock of, and learn about and from existing initiatives to tackle poverty. I hope to see many of you in Glasgow and would like to extend a special thank you to our host BEMIS (Black and Ethnic Minorities Infrastructure in Scotland).

Warm regards,

Frank Elbers

Pennsylvania Studies in Human Rights

This series of books edited by Bert Lockwood deals with different aspects of human rights (education). Some examples:

Abusharaf, Female Circumcision: Multicultural Perspectives (hc 2006, pb 2007)
An-Na'im, African Constitutionalism and the Role of Islam (hc 2006)
Andreopoulos/Claude, Human Rights Education for the Twenty-First Century (hc 1997, pb 1997)
Arat, Human Rights in Turkey (hc 2007)
Bob, The International Struggle for New Human Rights (hc 2008)
Burke, Decolonization and the Evolution of International Human Rights (hc Feb 2010)
Cardenas, Human Rights in Latin America: A Politics of Terror and Hope (hc Dec 2009)
Chapman/van der Merwe, Truth and Reconciliation in South Africa: Did the TRC Deliver? (hc 2008)
Chase/Hamzawy, Human Rights in the Arab World: Independent Voices (hc 2006, pb Feb 2008)
Chong, Freedom from Poverty: NGOs and Human Rights Praxis (hc Jun 2010)
Claude/Weston, Human Rights in the World Community: Issues and Action, 3/e (pb 2006)
Cook/Cusack, Gender Stereotyping: Transnational Legal Perspectives (hc 2009)
Daly/Sarkin, Reconciliation in Divided Societies: Finding Common Ground (hc 2006)
Gibney/Skogly, Universal Human Rights and Extraterritorial Obligations (hc Jan 2010)
Howard-Hassmann, Reparations to Africa (hc 2008)
Leckie/Gallagher, Economic, Social, and Cultural Rights: A Legal Resource Guide (hc 2006)
Merali/Oosterveld, Giving Meaning to Economic, Social, and Cultural Rights (hc 2001)
Monshipouri, Muslims in Global Politics: Identities, Interests, and Human Rights (hc 2009)
Morsink, Inherent Human Rights: Philosophical Roots of the Universal Declaration (hc 2009)
Mutua, Human Rights: A Political and Cultural Critique (hc 2002, pb 2008)
Mutua, Human Rights NGOs in East Africa: Political and Normative Tensions (hc 2008)
Phelps, Shattered Voices: Language, Violence, and the Work of Truth Commissions (hc 2004, pb 2006)
Quataert, Advocating Dignity: Human Rights Mobilizations in Global Politics (hc 2009)
Robinson/Boyle, A Voice for Human Rights (hc 2005, pb 2007)
Ross, Women's Human Rights: The International and Comparative Law Casebook (hc 2008, pb 2009)
Schulz, The Phenomenon of Torture: Readings and Commentary (pb 2007)
Schulz, The Future of Human Rights: U.S. Policy for a New Era (hc 2008, pb Feb 2009)
Stover, The Witnesses: War Crimes and the Promise of Justice in The Hague (hc 2005, pb 2007) Weissbrodt/de la Vega, International Human Rights Law: An Introduction (hc 2007)
Welch, NGOs and Human Rights: Promise and Performance (hc 2000)
Whelan, Indivisible Human Rights: A History (hc Jun 2010)

Sunday, 21 February 2010

European Parliament: Pat Cox Fellowship Programme

Each year, Humanity in Action (HIA) brings together a small group of outstanding students and young professionals from around the world for three-month professional fellowships in the European Parliament.

The Pat Cox/HIA Fellowship provides a 3-month working experience in the office of a Member of the European Parliament (MEP). Pat Cox Fellows work four days per week in the office of a MEP. By the end of the fellowship, the participants gain valuable insight into the workings of the European Union, ranging from routine office tasks to the intricacies of Brussels’ decision-making processes. One day a week, the program is devoted to lectures and site visits. Participants learn about the institutional infrastructure of lobbying organizations, NGOs, research institutions and consulting bodies in the area of human/minority rights and international relations.

HIA is grateful for the support of the program's honorary patron, Pat Cox, former President of the European Parliament.

The 2010 program runs from February 1 through April 30. Placements this year include the following MEP offices:
- Hannes Swoboda; Austrian (VP of Socialists); Foreign Affairs/Central Asia/USA
- Livia Jaroka; Hungarian (Christian Democrat); Vice-Chairwoman of Women's Rights & Gender Equality
- Baroness Sarah Ludford; British (Liberal Democrat); Vice-Chairwoman of USA Delegation/Civil Liberties/Balkans
- Karin Kadenbach ; Austrian (Socialist); Public Health/South Asia/USA
- Raul Romeva ; Spanish (VP of Greens); Women's Rights/Central America/Euro-Latin/Civil Liberties
- Antonyia Parvanova ; Bulgaria (VP of Liberal Democrats); Environment/Women's Rights/Canada/Euro-Med
- Sajjad Karim; British (Conservative and Reformist); Delegation to Mashreq/Euro-Mediterranean Parliamentary Assembly/Civil Liberties
- Alexandra Thein ; German (Liberal Democrat); Palestinian Legislative Council/Legal Affairs
- Nirj Deva (March/April); British (Conservative); Vice-Chairman Development/Human Rights
Pawel Kowal (May); Polish (Conservative and Reformist); Chairman of Delegation EU-Ukraine
- Kriton Arsenis ; Greek (Socialist); Environment/Development/Euro-Med/Maghreb
- Birgit Schnieber-Jastram ; German (Christian Democrat); Development/Public Health/ACP-EU/EU-Turkey
- Marietje Schaake; Dutch (Liberal Democrats); Delegation to USA/Education & Culture/Foreign Affairs/Balkans

For further information, please check the Website of the Fellowship Program or contact:
Philip Ugelow

Monday, 15 February 2010

Archives, builders of citizenship

The Documentation Sciences Foundation will hold three on-line seminars on "Archives, builders of citizenship" in the period 13-30 April, in Spanish. For more details, see

Fundacion Ciencias de la Documentacion

Les informamos del Taller "Archivos, constructores de ciudadania" dividido en 3 sesiones de trabajo con matricula de 30 Euros por sesion (GRATUITAS para Socios Colaboradores de la Fundacion), que podran ser realizadas individualmente o como un solo bloque, bajo el esquema:

- "Archivos y Corrupcion". Del 13 al 16 Abril, 10h.
- "Archivos y Tecnologias de la Informacion". Del 20 al 23 Abril, 10h.
- "Archivos y Organismos Internacionales". Del 27 al 30 Abril, 10h.

Thursday, 4 February 2010

DARE-Glasgow Conference on Tackling Poverty with EDC/HRE - detailed programme online

The full programme for the upcoming Conference on Tackling Poverty and Social Exclusion with Education for Democratic Citizenship and Human Rights in Adult Learning is published on the web for download.
This conference is the starting point for DARE members activities within the European Year 2010 Combating Poverty and Social Exclusion. The conference adresses the issues of civic education social cohesion and adult learning in the broad frame of educational NGO work from all over Europe. It brings together practitioners and research from Civic and Human Rights Education in order to take stock what is being done on practical, to facilitate exchange with ongoing research on EU level and to feed the political levels within the EU with recommendations from educational practice.
The conference is organised by BEMIS-Scotland, a DARE member.

Interested in the DARE network?

--> Georg Pirker
DARE Secretary
c/o Arbeitrskreis deutscher Bildungsstätten
Mühlendamm 3, 10178 Berlin

Wednesday, 3 February 2010

aces - Academy of Central European Schools: Call for Project Proposals 2010

The new call for the successful school partnership project “aces – Academy of Central European Schools” was launched on 1 February 2010.

As international school partnerships offer a concrete opportunity for intercultural exchange and cooperation, aces encourages partnership projects amongst schools in Central European countries.

Pupils and teachers of schools in the participating countries are invited to find partner schools and to submit a partnership project proposal with their ideas for cooperation.

Where people live together conflicts arise on a daily basis. Sometimes they have positive effects: e.g. when they contribute to clarifying issues. The challenge, however, is to deal with these conflicts in a constructive and non-violent manner. In view of the approaching end of the International Decade for a Culture of Peace and Non-violence for the Children of the World, the overall theme of the 2010 project competition is “Create your solutions! Dealing with conflicts in schools and our surroundings”.

Partner countries: Albania, Austria, Bosnia and Herzegovina, Bulgaria, Croatia, Czech Republic, Hungary, Kosovo, Macedonia, Moldova, Montenegro, Romania, Serbia, Slovak Republic and Slovenia.

The best project proposals will be awarded, and the winners are supported in carrying out the cross-border partnership projects.

All school types with pupils aged 12-17 years can participate. Working language is English.

Deadline for submission is 30th April 2010!

aces is an initiative of ERSTE Foundation and is organised by Interkulturelles Zentrum (Vienna) in cooperation with VČELÍ DOM (Slovak Republic). The network aims at promoting the exchange and intercultural dialogue amongst young people and teachers in Central Europe.

Further information available on:

On the website you will also find the online-application as well as a Partner Finder – in case you are still looking for a school in another eligible country.

In case of whatever questions please contact: Interkulturelles Zentrum (Vienna, Austria), Tel: +43 (0)1 5867544-20

Tuesday, 2 February 2010

Children´s Rights Education for Adults: DARE Focus Meeting, Brussels Jan 28-29

Children's rights education for adults: DARE focus meeting in Brussels, Jan 28-29, 2010

14 experts representing 10 European organisations gathered for a two-day exchange of best practices and dicussion of policy approaches in the field of children´s rights education in adult learning.

Country reports and case studies from Austria, Belgium, Bulgaria, Germany, Hungary, the Netherlands and Slovenia were analysed, educational materials were exchanged, methods and strategies were discussed - also with a view to current and future EU and UN policies.

A collection of all presented papers/presentations will be made available soon at the DARE website in the DARE publication series.

1989 Regime Changes: Simulation Manual for free!

Understanding the Dynamics of the 1989 Regime Changes in Europe:
A Simulation for Adult Education

A general climate of discontent and economic depression has emerged in "Allonia," a fictitious communist country. Due to recent food shortages, public demonstrations have begun and are quickly gaining power. If the status quo is maintained, the demonstrations threaten to erupt into full-scale revolution. Each of the simulation participants is assigned to one of seven distinct interest-groups representing key players in the country's stability and governance. Each with its own set of priorities, the interest groups must negotiate in order to arrive at a common statement, accepted unanimously by all.

Want to know more? The Allonia simulation manual is now available at

The word.doc and pdf-manuals include all role cards and information for trainers. They are for download free of charge both in English and German. As this simulation work in progress, we kindly ask anyone using and adapting the simulation to give feedback and share an updated/alterated version.

Background information to the simulation
In spring 2009 Humanity in Action Germany organized a workshop in Berlin entitled The Transition from Dictatorship to Democracy: Peaceful Revolution" as a simulation game. The international participants engaged in discussions with experts and eyewitnesses, and developed a simulation for further use in adult and youth education, addressing the following questions:
● What were the social and political causes for the Peaceful Revolution in East Germany prior to 1989 (GDR)?
● What consequences did the Peaceful Revolution have for the people of unified Germany?
● What strategies are used to come to terms with the past and with what results?
● How can these changes be placed in the context of other political movements and regime changes in Central and Eastern Europe during the late 1980’s?

The project was made possible thanks to a grant of the German "Stiftung zur Aufarbeitung der SED-Diktatur".

The simulation was already tested at several international conferences:
Geschichtsforum 09 in Berlin, May 29-30, 2009
Active Citizenship in Europe conference in Gothenburg/Sweden, Sept 29-30, 2009

For more information please contact Anne Stalfort at the Humanity in Action Berlin office: a.stalfort(at)

Monday, 1 February 2010

Advancing democratic practice: A self-assessment guide for higher education

What is democratic governance and how can it benefit universities and higher education institutions in preparing students to become participating, democratic adult citizens? How can universities and other higher education institutions evaluate how they contribute to their students' education for democratic citizenship? The two authors, coming from both sides of the Atlantic Ocean, one a student, the other a professor, examine how deans, rectors and univer¬sity staff can operate on a day-to-day basis, describe how the journey down the road towards democratic practice tends to take shape and help readers to estimate how far their establishment has come along this road. This guide offers practical advice on starting, continuing and evaluating the journey. The guide is a result of co-operation between the Education for Democratic Citizenship and Human Rights and the Higher Education and Research programmes.

Author(s) : Douglas Barrera and Virgilio Meira Soares
ISBN : 978-92-871-6663-0
Format : A4
No. of pages : 93
Price : 25 €/ 50 $ + 10% postage