The Association for Historical Dialogue & Research (AHDR) has undertaken an intensive and all inclusive process of developing a policy paper on how it envisions education in a multicultural, multilingual, and multi-faith society in Cyprus. Thanks to the many contributions from educators, researchers, education specialists and unionists, as well as a communications strategy in which all interested individuals and organizations had the opportunity to submit their views and ideas on the issue via various mediums, the final paper was shared with the public.
The AHDR proposes a holistic view to education, in which goals of peace education, intercultural education, human rights education, and environmental education are integrated
During a presentation held on the 10th July 2013, the theoretical background of the paper, including its aims and scope were shared. Furthermore, participants were invited to participate in a discussion on how the recommendations included in the paper could have the maximum impact and advocated to both more people and key people.
This initiative is based on the AHDR’s comprehensive research project, exploring history teachers’ views of the Greek Cypriot and Turkish Cypriot history curricula and textbooks used across the existing divide in Cyprus, as well as history teachers’ use of methods that promote, historical thinking in their teaching.
This animation video is intended to promote the official publication of the Policy Paper of the Association for Historical Dialogue and Research (AHDR), to educators and students in Cyprus and around the globe, spreading the message of dialogue and critical thinking.
Τhis initiative is part of the AHDR’s Multiperspectivity and Intercultural Dialogue in Education (MIDE) project, which is supported by the United Nations Development Programme – Action for Cooperation and Trust (UNDP-ACT).
Proposal on the reform of history education across the divide to both educational authorities and members of AHDR who are an active component of the efforts for history reform in both educational systems. The proposal constitutes a guiding principle of our work.
By learning to think historically, we also learn to understand one another, accept and cooperate with each other.
