Are you involved in youth services? Do you work with young people whose first language is not English. or who speak more than one language? If yes, we’d love to hear about your experiences! Find out more below:

You are invited to take part in an online workshop on 7 May (time tbc) regarding the challenges and benefits of providing services and engaging with multilingual communities in the West Midlands. More specifically, we focus on work with young people from culturally diverse neighbourhoods. You will be invited to share your experiences and concerns with other practitioners and researchers. You will take part in a discussion to develop more inclusive service provisions, which would recognise the needs and opportunities practitioners encounter when working with youth in multicultural communities, including those impacted by the Covid-19 pandemic. Continue reading “Online Workshop Call”

Youths from the Slovak “folklore-drama” group Slovak Rebels live in the south-Slovak city of Komárno on the very border with Hungary. They everyday-life cultural experience is determined with the bilingual and ethnically Slovak-Hungarian mixed character of their hometown. Many of Slovak Rebels youths originate from the ethnically mixed families and are fluent in both languages used in the city. Slovak Rebels youths participated on Participant Active Research conducted by Matej Karásek and Lucia Hržičová. Participant Active Research was the intervention of the international project Cultural Heritage and Identities of Europe´s Future (CHIEF). The aim of this part of the project was to support the cultural ambitions of youth groups from the countries included in CHIEF project. Continue reading “Slovak Rebels”

Author: Alina Romanovska – Daugavpils University – Latvia

A variety of factors such as specific features of cultural and historical development of a country, its strategic development objectives in the fields of cultural policy, the economy and culture, the ethnic composition of the population, social behaviour, etc. determine cultural education development in a given country. National priorities in the area of cultural education are reflected in policy documents and curricula, the analysis of which gives an idea of the most important objectives and forms of future development. Continue reading “Quo Vadis, Cultural Education in Latvia”

Author: Priya Gohad – Savitribai Phule Pune University – India

The city of Pune is growing by the day in the flow of urbanisation and globalisation. The city which was once known as a ‘Cultural hub’ is now a popular ‘Cyber hub’. The suburbs of the city are rapidly developing, creating various pockets of cultural identities as a result of migration, modernisation and the growing population. Although much has changed for this city, one can catch a glimpse of this old mediaeval town as one walks through its chaotic lanes and feels the essence of its past in the form of ‘heritage’ that still strives to exist and maintain its identity. Located in one such small lane, in the old city of Pune, is the Kelkar Musuem. Continue reading “A Museum Re-establishing its Identity in the Process of Urban Development”

Author:  Demelza Jones – University of Gloucestershire – UK

As part of the CHIEF project’s work to date we have conducted a systematic review of secondary school curricula across social sciences and humanities subjects, as well as interviews with young people in schools and informal educational settings, and with educators and practitioners working in these settings. While the nine countries the CHIEF project is working in represent a wide variety of contexts, some key findings have emerged with broad applicability across the study. One such theme has emerged from our work on history curricula, Continue reading “Developing an Inclusive History Curriculum: An Overview of Current Initiatives in the UK”

Authors: Rati Shubladze  and Tamar Khoshtaria – Caucasus Research Resource Centre – Georgia

On May 12, 2019, the Joseph Stalin museum hosted a public lecture in his hometown, Gori¹, dedicated to the “Day of Georgia’s Allotment to the Virgin Mary”, a holiday that the parliament of Georgia minted into the calendar a week prior in special session.² Rather than a scene from a postmodern farce or satire, this is Georgian reality. In that reality, memory is bifurcated. As Nutsa Batiashvili³ has argued, this bifurcation in collective memory presents Georgia as glorious or heroic and wrong or inadequate at the same time. Memory of the legacy of Joseph Stalin in Georgia is no exception to this broader pattern, and the Stalin Museum in Gori is a clear manifestation of this. Continue reading “How is Memory about Stalin kept in Contemporary Georgia?”