Who We Are
As a learning network of individuals and organisations in history education and the humanities, we collaborate globally to reflect on the past and improve the future of humanity. We advance history education and the humanities by fostering critical thinking and by including silenced voices and expressing past injustices. Rewind facilitates global role players to encourage educators, learners, policy makers and civil society actors to connect, share, learn, inspire and advocate for a human- and community-centred approach to education.
Rewind strives for a world where education inspires people to uphold our shared humanity and recognise our interdependence. We believe in a human- and community-centred approach to education that equips people to contribute to and thrive in a society that is equitable, pluralist and sustainable, safeguarding peace.
Rewind is born out of a shared concern about democratic backsliding and its impact on the future for humantiy. In 2021, EuroClio - European Association of History Educators hosts a Webinar Series on Decolonising History where Professor Peter D’Sena discusses the impact of colonial legacies on the history curriculum and society at large. He also invites all participants, including EuroClio to reflect on the scope of their activities. This inspired EuroClio’s Eugenie Khatschatrian and former EuroClio Professional Development Coordinator Alice Modena to strengthen and leverage the dialogue between European and global history education professionals for a more inclusive, pluralist and holistic approach to history and civics education. Here, the idea of co-creating a learning platform where education professionals from across the globe can exchange expertise and best practices to tackle shared challenges, was born.
The first brainstorming meeting in The Hague, The Netherlands where Rewind was founded (September 2022).
EuroClio, The Seagull Foundation of the Arts, The History Co:Lab, The Global Centre for Pluralism, The Lebanese Association for History, The Auschwitz Institute, as well as individuals not affiliated with organisations, have joined their forces to a global learning network.
Rewind is also born out of a shared belief that fostering a dialogue between individuals and organisations in the field of history and civics education from different parts of the world connects knowledge and experience that empowers a response to day-to-day challenges in and outside of the classroom.
Steering Group
The Steering Group represents the founding organisations and individuals of Rewind and coordinates the activities and events of the network.
Eugenie Khatschatrian
Eugenie is Project Manager and Operations Coordinator at EuroClio - European Association of History Educators, based in The Hague in the Netherlands. Together with Alice Modena, and with the support of EuroClio's Executive Director, Steven Stegers, and the EuroClio Board, she brought together the Steering Group and laid the foundation for Rewind. At EuroClio, Eugenie leads several projects that focus on the development of teaching resources and learning journeys rooted in place-based learning pedagogy where youth empowerment and youth agency play an important role. She works on topics that deal with European remembrance, as well as democracy and media literacy in different contexts, including post-conflict societies and societies in transition in and outside of Europe. Previously, Eugenie worked at the International Institute for Social History, the Eurasia Partnership Foundation, and the Caucasus Resource Research Centers. She holds a BA (Hons) in European Studies from the University of Amsterdam and a MSc in International History from the London School of Economics and Political Science. Alice Modena
Born and raised in Italy, Alice has been interested in the role of education to promote inclusion and understanding since she was in middle grade (before then, as all children do, she wanted to become a dentist). She really really disliked history until her last year of high school, when her teacher organised a series of lectures focused on “forgotten countries”: countries that are not looked at in the Italian classroom until the Second World War, and even then barely. Her professor’s care and her interest in the role and potential of education led her to study languages, International Relations, and Human Rights. In her free time, she reads, cooks, and draws.
Since October 2023, Alice works as Project Manager at the Dutch National Archives. Before then, she worked as Project Manager and Professional Development Coordinator at EuroClio, where she worked together with Eugenie Khatschatrian on the idea of forming a global alliance. She joins Rewind in her personal capacity.Clara Ramírez-Barat
Clara is the Director of the Warren Educational Policies Program at the Auschwitz Institute for the Prevention of Genocide and Mass Atrocities. Before joining AIPG, she was a Senior Research Associate at The International Centre for Transitional Justice (ICTJ), an organization with which she worked for more than four years after having served for two years as a Fulbright Postdoctoral Fellow. At ICTJ, her research focused on different aspects of transitional justice with a special interest on outreach, media and the cultural sphere. More recently, she worked on the intersection between transitional justice and education, both by developing a child-friendly version of the Kenyan Truth Commission’s final report and as part of a broader two-year research project on Transitional Justice, Education, and Peacebuilding. She is the editor of Beyond Outreach: Transitional Justice, Culture and Society (New York: SSRC, 2014), and the co-editor of Transitional Justice and Education: Learning Peace (New York: SSRC, 2016) and Transitional Justice and Education: Engaging Young People in Peacebuilding and Reconciliation (Göttingen: V&R, 2018), as well as author of numerous reports, articles and books chapters on different issues relating to transitional justice and human rights. Born in Madrid, Clara obtained her Ph.D. in 2007 at the University Carlos III of Madrid and also holds an M.A. in Philosophy from Columbia University (2002). Fernande Raine
Fernande is a social entrepeneur and the co-founder of The History Co:Lab. She is led by led by a lifelong conviction that history can be fuel for a new, inclusive democratic culture. The mission of The History Co:Lab is to ensure that all young people can engage with history and education in a way that helps them advance the wellbeing of themselves, their society and the planet. Fernande obtained her History Ph.D. from Yale, and early in her career worked as a consultant with McKinsey and Innosight. She ran the Human Rights Center at Harvard’s Kennedy School, and launched and led the “Measurement in Human Rights” project. She launched several programs during 11 years as an intrapreneur at Ashoka and co-led the research effort into systems change leadership. Fernande learned history in a German high school in the 1980s as if the future of civilisation depended on it. Igor Jovanović
Igor was born in Pula in 1974. where he completed elementary and secondary school. He graduated History and Croatian Language and Literature at the Faculty of Philosophy in Pula – University of Rijeka and became professor of History and Croatian language. Since 2000, he has been working as a teacher in Istrian schools. Since 2004, Igor has been working as history teacher in elementary school Veli Vrh in Pula. Igor is also involved in research of different topics regarding recent Istrian history and in writing various professional papers. He was involved as lecturer in many significant Croatian and international scientific seminars on the topic of the Holocaust. Igor is a member of various expert councils, associations and Istrian historical society - Società Storica Istriana. In 2006, Igor and his colleague Igor Šaponja started a project “Istrian destinies” – People of Istria in collection and prison camps during the Second World War and afterwar period. The goal of this project was to collect recorded testimonials of people from Istria who have survived sufferings in different camps during The Second World War and the post-war period. He also co-authored the book “We were just numbers”, about Istrian people in concentration camps during The Second World War. In 2023, Igor received his doctorate from the University of Primorska (UP) in Koper, where he did research on Illegal migration from Istria after the Second World War. Igor is an editor of Croatian edition of the book – “Once upon a time… we lived together”. The book is a team work of a couple associations with a multi-perspective approach that came out as a result of joint work of history teachers from Bosnia and Herzegovina, Croatia, Serbia, Slovenia, Macedonia, Monte Negro and Kosovo. He has been collaborating in various projects with EuroClio - European Association of History Educators for many years.Marjorie Brown
Marj is a social and educational activist, and currently works as a teacher coach and mentor researcher for the Jakes Gerwel Fellowship. She has worked as an online teacher, and in the classroom for over 25 years in South Africa (including being part of starting a non-racial school during Apartheid), with two years of teaching in the UK. She encourages learners to engage actively with current affairs and incorporates her own anti-apartheid activism, having been a member of Black Sash and TRAC in the 1980s, fighting forced removals. She is the President of the SASHT – the SA Society for History Teaching and involved in Asinakuthula, a women’s history collective. She is also on the Steering Committee of Rewind, which aims to forge a global alliance of History teachers to foster critical thinking, justice and democracy in the classroom. Meena Megha Malhotra
Meena is the founder-Director of History for Peace: a network of social science educators in the subcontinent—a project that works towards addressing bias and prejudice, questioning mindsets, exploring multi and interdisciplinary and creative approaches to history education, Developing and collating resources, Promoting initiatives and exchange of ideas across South Asia, human rights education, Teacher development.
Meena has co-authored supplementary teaching material and has forged several international partnerships to add a global perspective for stakeholders in India. These include the European History Teachers Association, the Anne Frank House, Amsterdam and the International Association of Intercultural Education. She also heads a project called PeaceWorks that works with youth in the subcontinent to build peace using the arts.Nathalie Sirois
Nathalie has spent over 20 years in K-12 public education, having worked with several French and some English school boards in Canada in a variety of roles, including community worker, teacher, instructional coach, consultant, and system leader. She has contributed to a variety of collaborative learning initiatives with K-12 teachers and other educational leaders internationally in contexts such as Haiti, Lebanon, France, Morocco, and the Democratic Republic of Congo. In each role, she placed the practical issues of advancing social justice and human flourishing at the centre of her work and learning. She intentionally developed her own critically-informed practice by weaving together her experiences and observations, insights offered from wide-ranging scholarly publications and research, and the grounded knowledge of people experiencing systemic injustices – beginning with her students, their families, and her colleagues. Nayla Hamadeh
Nayla is an educator and activist who seeks to mobilize and empower history teachers in Lebanon and other countries to lead change towards more comprehensive and in-depth learning experiences. Nayla carries a 20+ years of experience in the field of education. She co-founded the Lebanese History Commission and was elected president from 2016 to 2021. After a long career in teaching and curriculum development, her work has focused on developing history education. She has contributed to the design and implementation of a range of professional development and resource production projects that offer a systematic approach to teaching and learning history in the classroom. She strives to spread a history approach based on concepts, investigative research, evidence study and addressing many accounts of the past. Through her work, she focuses on the role of education in building societies that live in sustainable peace and harmony. For her, change in education begins with strengthening the ability of teachers and learners to build knowledge, contributing to a more comprehensive curriculum-making process by dealing with diverse methodological models, and building collaboration and networking relationships between teachers.