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IV. How can the theme "migrations" be taught?
Discussion of the contributions, and in particular the idea of Council of Europe assistance put
forward by Dr Herwig Buntz, and also discussions within the working groups gave rise to the
following suggestions and thoughts on history teaching focusing on "Migrations in 20th century
Europe".
1. As regards the initial situation
The theme of "Migrations in 20th century Europe" is present in the curricula of all countries, with
differing points of emphasis. Knowledge of significant population movements is passed on,
therefore, though not only in history teaching but also in other subjects such as geography and
sociology. Despite this "tradition", the theme throws down a number of challenges to history
teachers:
-
Many teaching programmes are constructed on a chronological basis. An overall, in-depth
examination of the different aspects of the theme of "migration" is rarely planned for and
certainly hardly practised to date.
-
Migratory movements become historical subject matter above all where they have had a
lasting impact on national history. On the other hand, the "European dimension" is rather
considered as being of secondary importance.
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In order to convey the theme in its fundamental facets and introduce a European
perspective, additional information and materials are required. The textbooks available do
not satisfy these needs, as an international study found: " Students obviously need
geographical orientation, factual information and background knowledge about the different
groups and various reasons for migration and they should be encouraged to appreciate the
richness of the multicultural environments resulting from these population movements. None
of the many texts or maps seems to be able to cope successfully with this complex problem
in all its ramifications. It would seem that the topic cannot be adequately treated within the
confines of a history textbook."
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Pupils' interest in the theme varies considerably. Teaching will have to consider whether
migratory movements have left traces in the class or in the pupils' environment or even
whether they constitute a topical issue or a matter of little concern for pupils to date.
Considerable attention must therefore be devoted to questions of motivation or the
development of a suitable starting point.
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Teaching of the theme can be particularly successful when the transdisciplinary aspects are
dealt with in conjunction with other subjects. This may apply to demographic, (economic-)
geographical, (international) law, political or ethical aspects for example. In addition to the
historical side of the theme, the following dimensions should be considered:
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Spatial dimension: teaching might focus, in conjunction with geography, above all on
the changes in certain regions resulting from immigration or emigration.
-
Political dimension: this concerns above all topical discussion on migration and
integration policy. Closely related fields such as protection of minorities, human rights,
the role of international organisations in protecting refugees and also opposition to
immigration within states come under consideration.
-
Ethical dimension: here, it is aspects such as human dignity, tolerance and harmonious
social relations that hold sway.
-
Personal dimension: the teaching can link in the pupils' different experiences - many
family histories feature migration, pupils may have contact with migrants etc.
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Migration is a sensitive theme and teaching must be tailored accordingly:
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The study of forcible population displacements throws up questions of historical
responsibility or the coherency of national history. In some cases conflicts smoulder
between European neighbours on account of population displacements in bygone
ages. A great many migratory movements are linked to the development of nations -
questions of national identity are touched upon.
-
Current developments (such as asylum problems or the problem of illegal immigrants)
are often the subject of emotional public and political debate, and the theme of
immigration is also a rallying point for radical and extremist aspirations, of which young
people will be aware.
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Falk Pingel: The ways in which the history of Europe in the 20th Century is presented in textbooks for
secondary schools, p. 49 (DECS/EDU/HIST20 (99) 2)
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The theme triggers (old) prejudices and fears, among young people too.
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Children of migrant parents may be in the class, and their history and family situation
become the subject matter. A tolerant, open atmosphere must be created.
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