Memorial sites as arenas of diversity and empowerment? Dr. Claudia Lenz The European Wergeland Centre The European Resource Centre on Education for Human Rights, Democratic Citizenship and Intercultural Understanding

Museums and Memorial Sites in the Search Light of European Organisations EU/ Fundamental Rights Agency (FRA): Discover the past for the future – The role of historical sites and museums in Holocaust education and human rights education in the EU Council of Europe: Living Together - Diversity and Freedom in Europe (Report on the challenges arising from the resurgence of intolerance and discrimination in Europe)

Memorial sites and museums as developmental arenas for civic spirit? FRA report: “Linking education about the Holocaust and human rights (..) is vital given that knowledge of, and reflection on, the past can feed into discussions about the challenges faced by contemporary society. Neither memorial sites nor schools are realizing their full potential in this regard.” CoE report: “[to] develop “intercultural competencies” as a core element of school curricula, and to extend these (..) to non-formal settings such as museums and cultural institutions, cultural events and festivals, and in particular the media

Scepticism Museums and memorial sites do traditionally belong to the educational canon of the educated middle class – do not attract marginalized young people Museums and memorial sites traditionally display the hegemonial narratives of the nation – do not offer identification and role models for minorities

History, identity and the sense of belonging The power of narratives German study on young memorial site visitors with migration background (Georgi 2003): Various ways of ”taking ownership” of the history displayed Identification with minority/victim position Identification with contemporary German society (responsibility/guilt?) Application of universalist values (e.g. Human Rights as interpretative framework)

History, identity and the sense of belonging Historical consciousness: making sense of the past in the light of the present -> interpretation of the past serves the needs of life-world orientation and idenity buidling Consequence for history didactics: Focus on the capacity to develop and reflect meaningful personal and collective narratives Focus on the capacity to «read», understand and critically investigate narratives of others -> Basis to negotiate historical narratives in diverse societies

Leaning historical learning towards HRE methodology Encouragement of reflection, analysis and critical thinking Encouragement of non-hierarchical, democratic, collaborative learning environments Recognition of a variety of points of view Promotion of personal enrichment, self-esteem and respect for the individual Emphasis on skill building and practical application of learning Compasito/CoE 2007

TeacMem TeacMem - Developing Competence- Oriented Teaching on Historical Memories Tri-national Comenius project on learning about memory cultures at memorial sitesComenius Learning approach focusing on Self-awareness regarding own assumptions about history Re-and deconstruction of historical narratives displayed at museums & memorials Reflection about public uses of the past -> Using memorial sites as arenas for self-reflective and empowering learning processes

For discussion: (Self)reflective history didactics and HRE methodology – A perspective for offerering disadvantaged young people empowerment at museums and memorial sites?