Call For Papers

This database has been created in order to facilitate exchange of information on the latest initiatives in the field of history and memory of 20th century in Europe. If you are looking for opportunities, check out current calls for applications / papers below. If you organise a relevant event, feel free to add your call by clicking the blue arrow:

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  1. Type: Conference
    Deadline: 20-06-2019
    Organiser: Historical Dialogues, Justice & Memory Network


    8th Annual Conference of the Historical Dialogues, Justice & Memory Network
    Columbia University
    New York City
    December 12-14, 2019

    Call for Papers
    Deadline for submissions: June 20, 2019

    Prevention activism—that is, the effort to record, acknowledge, address and redress the violent past— seeks to counter nationalist myths and identities that are central ingredients of ethnic and political violence. Its goal is to deny the propensity for the future escalation of violence by acknowledging the role that the misuse of history has played in dividing societies. In other words, by enhancing public discussions about the past, prevention activism has become a central part of the efforts in post-conflict societies, as well as in democratic societies, to come to terms with their violent past.

    This conference seeks to explore activities that can be defined as “prevention activism”, and their academic analysis. What forms do projects and initiatives take to address past violence, and what impact have they had? These projects often range from civil society initiatives, to government-instated commissions, to the work of international bodies. We are particularly interested in the study of how a specific body has worked to address past violence. Other topics include evaluating the success and failures of such initiatives; exploring the challenges faced by prevention activism; understanding the ways in which pressures, from funding resources to political developments, affect, suppress or inform activism.

    Prevention activism and the ways in which it has been implemented on the ground inspired the Mapping Historical Dialogue Project (, and papers that take up this resource, or a discussion of the projects mapped therein are also welcome.

    The Historical Dialogues, Justice and Memory Network (, which is coordinated by an international Steering Committee, the Alliance for Historical Dialogue and Accountability (AHDA) at the Institute for the Study of Human Rights, will hold its annual conference on December 12-14, 2019 at the Columbia University in New York City, USA.

    In addition to papers that specifically address prevention activism, priority will be given to papers that explore the relationship between memory (individual, societal or international) and historical dialogue, and empirical approaches to historical dialogue, with a particular focus on the issue of the efficacy of justice, accountability and reconciliation mechanisms.

    If you are interested in participating, please e-mail a 300-500 word abstract, a 2-3 sentence bio, and contact information to email: no later than June 20th, 2019. The documents should be sent in a single e-mail attachment. The conference is open to the scholars and activists from around the world. The conference language is English, no translation available. There is no conference registration fee, and no funding for participation is provided. Applications for panels or roundtables are also welcome.

    Panel Submissions
    Panels consist of a chair and 3-4 panelists. Panelists should plan to speak for 15 minutes each; the chair is expected to start the panel in a timely manner, to introduce each panelist, to ensure that speakers keep to their allotted time, and to moderate the Q and A. Panelists are not asked to circulate their papers in advance. If you are interested in submitting a panel, please provide a title for the panel and a brief overview of the theme or question that the panel will explore. Participants should also provide a title and abstract for their presentation. They should also include a brief, 2-3 sentence bio and their contact information. These materials should be submitted as a single document to email:

    Roundtable sessions consist of 4-5 discussants and a moderator, who participates more fully in the session than a panel chair would in a traditional panel. Participants in roundtables do not present or read formal papers, but rather engage in a discussion or exchange about a specific question, text, or issue. The focus of discussion must be clearly articulated in the abstract, and participants are expected to prepare their remarks in advance, even if the nature of a roundtable is less formal than a traditional panel. If you are interested in submitting a roundtable abstract, please include the title of the roundtable, a description (300-500 words) of the issue or question to be discussed, and a list of participants with a brief bio for each person listed, including contact information for each participant. These materials should be submitted as a single document to email
  2. Type: Fellowships
    Deadline: 21-06-2019
    Organiser: Institute for Contemporary History Munich – Berlin (IfZ)

    Two Doctoral Researcher’s Positions on Informal Communication during World War II (IfZ Munich)

    Call for Applications – Two Doctoral Researcher’s Positions on Informal Communication during World War II

    The Institute for Contemporary History Munich – Berlin (IfZ) invites applications for two Doctoral Researcher’s positions, with place of employment in Munich, for the following, Leibniz Competition-funded project:

    “‘Man hört, man spricht’: Informal Communication and Information ‘From Below’ in Nazi Europe” (INFOCOM)

    INFOCOM is a five-year collaborative research project dedicated to investigating the intersection between official, “from above,” and state-driven communication and “from below” practices of information production, gathering, and interpretation in Nazi Germany and Nazi-occupied Europe. Inspired by cultural histories of National Socialism, media studies, and historical anthropologies of violence and war, the project highlights “from below” practices of communication — especially rumor — to explore innovative questions and establish a modern, transnational history of communication under National Socialism. How did individuals in Nazi Germany and its occupied territories construct knowledge in discursive fields dominated by censorship, state propaganda, and authoritarian rhetoric? What might the brokerage, form, and interpretation of informal information reveal about practices of inclusion and exclusion, gender relations, ethnic categorizations, or the distribution of power in a given society? How might we conceive of the interactions between societies and subjectivities in conditions of mass violence and exception, or between construals of reality and individual/collective agency?

    Exploring these questions from a multidisciplinary, transnational, and comparative perspective, INFOCOM includes two doctoral projects, for which the Institute is opening the following positions:

    1) One Doctoral Researcher (f/m/d) 65% E13 TV-L

    We are seeking one Doctoral Researcher to complete a Ph.D. project on informal communication and the Holocaust in occupied Poland.

    The main duties include:

    To undertake independent doctoral research on an aspect of the collaborative research project, as outlined above
    To write a dissertation based on the research undertaken as part of the project
    To collaborate with team members in the organization of workshops and conferences, and in the production of an edited volume
    To prepare and present research findings to colleagues and other relevant audiences
    To proactively participate in team meetings and joint project events
    Key requirements:

    M.A. or equivalent in History or a related field, with excellent academic achievements (M.A. diploma to be received no later than September 1, 2019)
    Expertise in 20th-century German and European history, including the Nazi period, the Holocaust, and the history of Poland
    Good language skills in English and German
    Proficiency in the Polish language (or the willingness to acquire such proficiency within the first year of employment)
    Willingness to work in a collaborative environment

    2) One Doctoral Researcher (f/m/d) 65% E13 TV-L

    We are seeking one Doctoral Researcher to complete a Ph.D. project on the role of informal communication in occupied France, 1940-1944.

    The main duties include:

    To undertake independent doctoral research on an aspect of the collaborative research project, as outlined above
    To write a dissertation based on the research undertaken as part of the project, potentially in the framework of a cotutelle with a French university
    To collaborate with team members in the organization of workshops and conferences, and in the production of an edited volume
    To prepare and present research findings to colleagues and other relevant audiences
    To proactively participate in team meetings and joint project events
    Key requirements:

    M.A. or equivalent in History or a related field, with excellent academic achievements (M.A. diploma to be received no later than September 1, 2019)
    Expertise in 20th-century German and European history, including the Nazi period and the history of France
    Good language skills in English and German
    Proficiency in the French language (or the willingness to acquire such proficiency within the first year of employment)
    Willingness to work in a collaborative environment

    As an employer, we offer:

    Employment at one of the world’s leading institutions dedicated to the history of National Socialism and its wider contexts
    Participation in a dynamic international research team
    Career development opportunities in cooperation with the IfZ’s programs for doctoral students, as well as with the Ludwig-Maximilians-University of Munich
    Generous research and conference travel allowance
    Salary with health insurance and benefits according to Germany’s salary scale for civil service employees

    The positions will begin on October 1, 2019. Contracts are limited to three years, with the possibility of an additional six-month completion period of employment. Salaries will be paid according to the TV-L scale (for more information, see:

    The Institute for Contemporary History strives for a gender balance in all of its employment groups. We therefore particularly encourage applications by women. Our aim is to further improve the compatibility between working and family life. In case of equal qualifications, applications by individuals with severe disabilities will be given preferential treatment.

    Please submit the following application materials:

    A cover letter specifying for which position you are applying, and demonstrating how you meet the criteria for the post
    A full CV, including publications (if available)
    One letter of recommendation
    A research proposal (1-2 pages) outlining your ideas for a doctoral research project pertaining to INFOCOM’s specific themes
    Copies of your university transcripts

    Please send your application in one PDF file by e-mail to the Director of the Institute for Contemporary History, Prof. Dr. Andreas Wirsching ( Informal inquiries about the project may be addressed to the Project Leader, Dr. Caroline Mezger ( Applications may be submitted in English or German.
  3. Type: Conference
    Deadline: 21-06-2019
    Organiser: University of Oxford

    Conflict & Identity: Confronting the past through education

    The conference is organised around three themes in order to identify and compare the role and usages of identity in history education at the different stages of conflict. Below we offer the rationale for those themes suggesting possible topics and approached for submissions. We welcome papers from established academics, early career researchers, PhD and Master’s students and educators working in the fields of education, history, and social sciences.

    Theme 1: Education in polarised societies

    The rise in global connectedness has been matched by a concerning increase in social segregation and intolerance. Income inequality, economic displacement, immigration, and forced population transfer have all contributed to ethnic, religious, and identity-based tensions, challenging national identity and exacerbating pre-existing prejudices. At best these tensions undermine social cohesion, marginalising certain communities and weakening trust; at worst they manifest as acts of violent extremism.

    In the wake of the First World War, education with the explicit purpose of preserving international peace emerged from a newly professionalised group of teachers. The relationship between education and social cohesion has taken new forms in post-colonial Britain and France, and following the Civil Rights movement in the United States of America. History curricula initiatives such as Black History Month, genocide education, the emergence of anti-racism programmes and religious education have explicitly emerged to promote national unity and cohesion. However in other settings education has only served to intensify polarisation and can be seen as a precursor to violent conflict.

    Papers speaking to the theme of “education in polarised societies” could address any of these questions, or other related topics:
    Historic examples of education to combat (or foster) prejudice
    Is education an effective tool to counter to prejudice?
    How have educators explained “us” and “them”?
    When and how have national curriculums fostered ‘difference’ and historic or structural racisms?
    Post-colonialism and education: the emergence of anti-racism education
    Is history a tool for peace? The rise of genocide and atrocity education
    Literature and film: empathy and the ‘other’ in schools
    Using history education as a tool of division
    Can schools prevent the polarisation of children?

    Theme 2: Education amid conflict

    Education has increasingly been considered a vital component of humanitarian responses, providing at-conflict communities with stability and structure, offering child protection, and reducing psychosocial damage. Examples of education in this form included that which was provided in the Displaced Persons and Internment Camps across Europe in 1945-1948, during the Siege of Sarajevo in 1992-1995, and within official and unofficial refugee camps such as those run by the UNHCR or the Calais Jungle.

    However studies which compare the efficacy or pedagogy of these humanitarian educational responses are limited. As history education is often regarded as political, and as an extension of the state, aid agencies are at times reluctant to engage in approaches which may be perceived as supporting the agenda of political actors in the exercise of state-building. In other cases, the education system, infrastructure and administration has been used to facilitate mass murder, both ideologically in the case of Nazi Germany and Apartheid South Africa, and directly in the case of the Rwandan genocide and Boko Haram in Nigeria. In Lebanon, the separate education of Syrian refugees serves to actively prevent integration into their host country.

    Conflicts relating to identity pose particular challenges for educators, who must negotiate the violence and trauma surrounding their students’ experiences. Who is teaching and what is taught to children and youth during conflict is of vital importance and varies significantly between conflicts. We welcome papers addressing this theme and/or the questions below:
    When and how has education facilitated mass murder?
    How have education systems been used to manipulate, discriminate and perpetrate killing?
    Can schools protect against imminent conflict?
    What are the educational needs of refugee children in regard to identity and belonging?
    How have refugees been educated in displacement camps in the 20th and 21st century?
    Curricula for schools in refugee camps

    Theme 3: Education in post-conflict societies

    Societies can be considered post-conflict for generations after violence. In the immediate aftermath of conflict, formal and non-formal education structures are often destroyed, fragmenting communities and threatening educational inputs. Recovering states may suffer from insufficient funding and resources, insufficient qualified teachers, and students who are affected by war, sometimes including large numbers of youth without basic education and those who served as soldiers. The return of young people to school is often heralded as a ‘peace dividend’ and some societies have symbolically purged inflammatory textbooks to signal that reform has started.

    In societies with a more distant memory of conflict, social relations and power hierarchies may still be strained. History lessons in particular may be either shunned or highly contested, yet are often considered by government and civil society as an important site of memory, reconciliation, and even forgiveness.

    Whilst many have argued that a model for post-conflict education is unachievable due to the particularities of individual conflict settings, we hope to explore the role of identity and history education in post-conflict education. Textbooks and curricula can maintain existing social and economic power structures and norms relating to the role of 'the other', while educators must negotiate students pre-existing conceptions, national politics and the real possibility of trauma.

    We welcome papers which explore how teachers and education systems have managed history and identity alongside the recent memory of conflict in societies past and present. Papers may address the general theme or one or more of the following questions:
    Can history lessons help students heal from trauma?
    The use of literature, art, music and memory in post-conflict education
    What is the relationship between recent conflict and collective identities?
    How should identity conflicts be navigated in the classroom?
    How has violence and trauma been addressed in countries with difficult pasts?
    Historic examples of reconciliation education
    Can you educate for historical justice?
    Is remembrance productive in educational settings?
    Building bridges between conflicts: teaching other violent pasts
    Teaching history for social cohesion: issues and dilemmas
    Teacher identity when discussing difficult pasts in the classroom
    How to broach the contemporary legacies of difficult pasts?

    Submission Guidelines

    To submit a paper proposal, please submit a 350-word abstract and a short biography by June 22nd 2019.
    Please email your submission as a single document to
  4. Type: Conference
    Deadline: 30-06-2019
    Location: Warsaw
    Organiser: Warsaw Ghetto Museum, Polish Association for Jewish Studies

    The Beginning of Nazi Occupation: Patterns of Continuity and Changes in Jewish and Polish Life, 1939-1941

    Contact details:

    The conference marks the 80th anniversary of the outbreak of World War II and the beginning of the Nazi occupation in Poland. It will deal with all aspects of the changes that took place in Jewish and Polish life during the first period of the Nazi occupation, as well as continuities in both communities. The purpose is to discuss a wide range of issues from all possible disciplines in order to characterize the formative year of the German occupation in Poland, its influence on Jewish and Polish life in the following years, as well as encounters between the two nations during this time.

    The interdisciplinary conference will reflect a full range of issues, concepts, and methods in current studies of the Holocaust and of the Nazi occupation in Poland. We invite applications (and encourage young scholars to apply) from all fields and disciplines (history, sociology, economics, psychology, cultural studies, gender studies, to mention but a few) and from countries all over the world.
    Examples of possible topics:
    - Life under siege: Warsaw, September-October 1939;
    - Facing violence: the first Jewish and Polish encounters with Nazi terror;
    - Family life and other aspects of everyday life during the initial period of the occupation;
    - Making a living: Jews and Poles;
    - Patterns of adjustment;
    - Jewish and Polish life in cities, small towns and rural areas;
    - Polish anti-Jewish manifestations and violence;
    - The social, economic and urban implications of the ghettoization process;
    - The Polish underground and the Jews;
    - The attitude of the Catholic Church towards the occupation and ghettoization;
    - Non-Jewish national minorities and the occupier: Roma, Protestants, Orthodox Christians, Greek Catholics and others;
    - Going underground: cultural life.
    The organizers will cover the cost of accommodation (three nights) in Warsaw during the conference. Flight tickets for participants from outside Poland (economy class) and train tickets for participants from Poland will be reimbursed.

    Applicants should submit:
    1. A short curriculum vitae (one-page max.) including name, address, e-mail, and telephone number.
    2. Paper title and abstract (approx. 500 words, two pages max. in English).
    The application deadline is June 30, 2019. Answers will be sent by August 31, 2019.
    Languages of the conference: English and Polish with simultaneous translation.
    Applications should be sent to:

    For more information, please contact:
    Prof. Daniel Blatman:
    Prof. Konrad Zieliński:

    Organizing Committee:
    Prof. Daniel Blatman (Warsaw Ghetto Museum/Hebrew University of Jerusalem)
    Prof. Stephan Lehnstaedt (Touro College Berlin)
    Dr hab. Magdalena Ruta (Polish Association for Jewish Studies/Jagiellonian University)
    Dr Małgorzata Pakier (European Network Remembrance and Solidarity)
    Prof. Konrad Zieliński (Warsaw Ghetto Museum/UMCS Lublin)
    Prof. Andrzej Żbikowski (Jewish Historical Institute)

    Warsaw Ghetto Museum
    Polish Association for Jewish Studies
    In collaboration with:
    European Network Remembrance and Solidarity
    The Emanuel Ringelblum Jewish Historical Institute
    Touro College Berlin

    You can download the CfP here:
  5. Type: Workshops
    Deadline: 31-07-2019
    Organiser: POLIN Museum of the History of Polish Jews

    GEOP Interdisciplinary Research Workshops 2020

    POLIN Museum of the History of Polish Jews - through the Global Education Outreach Program - invites scholars and academic institutions to propose three-day research workshops to be held at POLIN Museum.

    GEOP Interdisciplinary Research Workshops may be devoted to any topic of relevance in Polish-Jewish Studies such as history, cultural studies, art history, public history, museology, memory studies or related subjects. We invite applications which approach the field from new and innovative perspectives and especially encourage interdisciplinary and comparative research.


    The event’s framework should be that of a research workshop, allowing ample time for discussion and a dynamic exchange of ideas between participants.
    Workshops should also include a public event addressed to the general public. This could be a lecture or a panel debate but also another form of contribution to the Museum’s activity.

    We are particularly interested in projects based on international cooperation. The GEOP aims to bring together scholars from Poland and from abroad to ensure the development of a new generation in the field of Polish-Jewish studies. Therefore, one Polish partner in addition to POLIN Museum is a must.


    POLIN Museum provides venues and organizational support before and during the event. Additionally, we offer to cover the costs of accommodation and meals during the workshop. Our contribution is, however, limited to a maximum of fifty percent of the total cost of the workshop, not exceeding $ 7,000.

    Application process and deadline:

    To be considered for funding in 2020, please submit the completed application form with letters of intent from all institutional partners outlining the extent of cooperation to: no later than 31 July 2019.

    Decisions will be announced by 30 September 2019.

    Before beginning your application, please get acquainted with the Regulations for the recruitment and course of the program of the GEOP Interdisciplinary Research Workshops [PDF] >>
  6. Type: Workshops
    Deadline: 23-08-2019
    Location: Lviv
    Organiser: Center for Urban History

    Historicity of the Visuality and Image History

    Center for Urban History opens a call for applications to the interdisciplinary workshop "Historicity of the Visuality and Image History: New Forms of Digital and Visual History/Humanities" to take place on November 14-15, 2019, in Lviv.

    Since the formulation of the "visual history" and announced pictorial turn in humanities, pictures have enjoyed increased scrutiny. Often different approaches to visual history followed an operationally mixed attitude to studying the pictures of history (cultural history) and the historicity of images (art history). Today visual history is combined out of diverse disciplines, from history to art history, from communication and media studies to social and political studies. However, the current turn to digitalization poses new challenges for visual history – it can confront images as a medium, to analyze the material dimension of traditional visuality (its mediality) and immateriality of digital pictures. In addition, images, which are disseminated through various media, cause informational overload, and require a new research agenda. The workshop purpose is to analyze the relation between history, visuality, and academia with special concerns of the digital turn. It demands to combine the theoretical debates on digital history along with the educational experience. The workshop may suggest new research directions in visual history research, to familiarize the visualization research community with the problems faced by historians, and to foster future collaboration between fields such as vision (and visualization) and historical research.

    We are interested in applications that can cover the following questions: How do we make use of images in an insightful way, and what history can learn from the new digital (visual) practices? Digital methods bring new applications and ways of dissemination. What are the lessons drawn from the new media? How do archives benefit from these applications? How institutions use digital historic projects in educational programs?

    Visual Epistemology: Defining basic concepts in digital and visual history. What do we mean by the term historic (digital) image? What are the limits? How does image change under digital turn?
    Reading Images/Films: How do we train people and historians to read images? How do we avoid the trap of overstatement while analyzing images? How the image turns from illustration to a problem? What do (digital) images want and which questions they ask?
    VR and Games: How digital applications and online projects change our imagination about the past? What are the benefits and difficulties in this new digital imaginary?
    Storytelling: How do we manage to turn image collections into narratives? What is the role of an archive in the dissemination of pictures? What are the practices to turn the collection into a story?
    Who is eligible to apply:

    We invite researchers who work with images and foster to reveal unique stories that lie within historic pictures. We are looking for researchers of various professional backgrounds, such as historians, archivists, museum curators, photography specialists, and other relevant researchers are strongly encouraged to apply.

    The application should include:

    Title and brief description of your research / project (under 500 words)
    Please, submit your applications to with the subject "Digital History Seminar 2019".
    Deadline for applications: August 23, 2019


    The organizers will cover travel to and accommodation in Lviv.

    Digital History Seminars of the Center for Urban History explores methodological, ethical and theoretical aspects of generation, collection and analysis of digital or digitalized photographs and video recordings as testimony on the past and the worlds in which people used to live or are still living. In addition, the seminars also touch upon the issue of awareness capacity of historical visual data used for comprehensive presentations and lectures for different audiences. The goal of the seminars is to have a discussion on available possibilities and challenges of digital history among researchers.

    Seminars consist of three major blocks:

    Artifacts (photographs, files, films, etc.)
    Technologies (camera, antenna, screen, print, software, etc.)
    Visual and digital methods (sense and analysis)
    The event is implemented as part of "Digital History Seminars" of the Center for Urban History of East and Central Europe as supported by the University of St. Gallen (Switzerland).
  7. Type: Conference
    Deadline: 01-09-2019
    Location: Amsterdam
    Organiser: International Association for Intercultural Education

    IAIE Conference. Strand on History Ed. Multiperspectivity in History Teaching

    Over the last 25 years, the term multiperspectivity has gained importance in history education and has been a key concept for the work of organizations such as EUROCLIO. On the one hand, advocates find that a multiperspective approach is the only way to respect the complex and multi-layered nature of history amongst diverse societies.

    On the other hand, critics fear that a multiperspective approach may lead to relativism and the denial of established facts. In practice, educators who are committed to multiperspectivity have difficulty applying this approach when it concerns topics that are highly emotive or sensitive. This strand hopes to present evidence-based research regarding how multiperspective approaches can be applied to teaching and learning history in a critical way.

    Especially, we call for research that focuses on questions that arise when applying multiperspectivity in practice. Example questions may include: What place do extre(mist) or hateful views have in multiperspective approaches? How do/should teachers integrate personal views of history? What kind of assessment is most/least suited to a multiperspective approach?

    For each of these strands, we are accepting proposals in the following categories:

    Papers on concluded or ongoing research in intercultural education and related fields
    Theoretical papers
    Posters, particularly on intercultural educational experiences and/or pilot-projects
    Book and audio/video presentations, particularly on didactical material relating to intercultural education and related fields
    Art objects, theater and circus performances, films, etc.
    Inspiring short workshops
    Adaptive e-learning tools
    For each of these categories, we are currently asking for abstracts, which should be sent to the respective strand chairs (see above).

    The abstract should be between 200 and 400 words in length
    Abstracts are to be submitted in English
    The abstract has to specify the name, institutional affiliation and email address of the author(s) as well as the strand to which it is submitted.
    Please specify also the equipment required for your presentation (PC, beamer, DVD player, Internet access, etc.).
    Finally, you are asked to express your commitment to submit a complete version of your presentation once your abstract has been accepted

    All abstracts should be sent by Sept. 1, 2019 directly to the Strand Chair(s):
    Also indicate a preference of day you would like to present.

    We cannot guarantee that your presentation can happen on that day., but we will try our best.
    Note that the presentations will take place within blocks of 90 minutes. We will attempt to keep the number of presentations to 4 per block, or less. This implies 15 minute presentations plus Q and A. Some strands will utilize a more dynamic World Cafe format at certain times, which will allow for longer presentations. This is at the discretion of the strand chairs.
    Also note that we can accept a maximum of 3 authors per paper and that one of those three authors has to attend the conference. If there are more than 3 authors, two authors need to attend and pay conference fees.