Our Shared Concern

The most recent poll of 18-29 year olds in the United States shows that 64% of young people have “more fear than hope about the future of democracy in America.” (Study from IOP) And this trend is not unique to the United States. Global opinion surveys show a declining public faith in the value of democracy, and the number of people who believe democracy is the answer to our current challenges is shrinking. The threat is real: “Over the past six years, the number of countries moving towards authoritarianism is more than double the number moving towards democracy. Moreover, backsliding, which refers to a more severe and deliberate kind of democratic erosion, continues to mar democracies’ trajectories;” (Global State of Democracy Report). Polarisation continues to be of concern all over the world. At a societal level, polarisation makes intergroup dialogue, consensus-building and collaboration particularly difficult. By its very nature, it tends to exacerbate any in-group / out-group dynamics, thereby amplifying obstacles to possibilities of belonging for all within societies. It has been called a hyper-problem by some ‘’the type of problem that makes the solution to every other problem harder. Inconspicuously and incrementally, polarisation can come to threaten everything – from the ideal of a tolerant society, to the practice of ordinary politics and law-making, to the prospects for peaceful coexistence and basic liberties." People's understanding of history influences the way they determine who belongs and who doesn't, who should have a voice and who shouldn't, whose suffering is acceptable and whose isn't. It affects the stories that we tell about ourselves, about our place in the world, and about others and their place.

The study of history has a significant role to play in forming the socio-political identity of citizens, the promotion of democratic values, the management of socio-cultural diversity and the upholding of human rights, all of which are crucial in sustaining and strengthening healthy societies. History and its teaching are subject to numerous controversies—attempts at manipulation and abuse orchestrated by anti-democratic forces or motivated by political agendas—outside any framework of critical thinking or desire to preserve democratic and humanist values. In the way that history is taught and told, the experiences, perspectives, and contributions of various social or cultural groups can be absent from the collective consciousness - or distorted. This can compound experiences of marginalisation and disenfranchisement. To ensure that these practices do not develop or become commonplace, and that peace is guaranteed, we need to question and observe the way in which history is taught and learn from past mistakes to avoid repeating them (Observatory on History teaching in Europe).

In many countries History is taught as a single narrative, using one textbook. History and humanities need to balance nation building with global awareness and transcend narratives that exclude groups or individuals. In a world where populism would seek to deny the truth, history needs to explore a multitude of voices and views to encourage debate and deliberative dialogue, and interrogate sources for agency, origin and propaganda.

Through access to critical thinking and multiple perspectives in History education, young citizens need to be able to problematize  their realities considering their historical perspective;  to  seek  interrelations  over  time  and  space;  to develop critical awareness for historical accounts and develop historical empathy.  They  need to propose  solutions to social problems,  putting them into  perspective, of that which is local and that which is global, considering differential impacts of events and decisions on others, depending on their socio-political identities, as well as participation  beyond  their  own  borders. They need to go beyond the stereotypes in national history and construct an account of world history; to develop a historical sense of identity and otherness; to defend the principles of social justice (History Education and Global Citizenship Education, by Antoni Santisteban, Joan Pagès and Liliana Bravo).