Coordinated by:

• Opladener Geschichtsverein von 1979 e.V.(Germany)
• Jülicher Geschichtsverein e.V. (Germany)

Partnered institutions:

• The Bracknell Forest Society (UK)
• The University of Buckingham (UK)
• Universität zu Köln (Germany)
• Schwedter Heimatverein e.V (Germany)
• Racibórz Land Lovers Association (Poland)
• University of Oulu (Finnland)
• University of Ljubljana (Slovenia)
• The Historical Society of Villeneuve d'Ascq (France)

 Aims:

• To introduce historical material in new mediums to different generations in the participating twin towns and beyond;
• To research and educate about the Interwar period and its significance for understanding not only our history, but also our present, while offering a deeper understanding of the construction of history using a didactically developed approach;
• To create a gateway of intrigue for locals, young and old, from participating towns, focusing on their local environment and the environment of towns that might have otherwise remained unknown to them.

“The project is intended to enable a cross-generational and cross-national local examination of the history of the inter-war period beyond national narratives in a European comparison within the framework of Leverkusen's twin towns and Jülich, and in doing so to promote on the one hand the idea of Europe and European cooperation, mutual and shared understanding and friendship.”

Michael Gutbier, Project Coordinator

Outcomes:

Research

The core structure of the research, and therefore the outcomes, was a comparison of similarities and differences across the categories of economics, politics, culture and society through the lens of either modernisation or internationalisation in the interwar period in all eight towns. 

Digital Clip Kit (DCK)

This is a tool for educators to assemble material best relevant to their curriculum or teaching situation. The intended structure is an Advanced Organiser Clip, which poses a question and gives an introduction to the topic, followed by relevant content clips from varied towns on the same topic as selected by the educator. At the end, a conclusive clip summarises the topic leading to a natural comparison and class conversation or task. The DCK is open ended and allows for local environments that are not part of the project to join in and produce their own clips as one of the main aims is to expand the scope of historical narratives available to teachers as best as we can to offer a comprehensive outlook on the diversity of histories that shape up European historical perspectives with an incentive to foster dialogue, understanding and acceptance of all of the European identities.

Didactic Handbook

A Didactic Handbook has also been developed. The Handbook aims to break down the theory behind using films as visual aids in teaching history, as well as offering examples of practical applications of the material in varied formal and informal environments. The two parts rely on input from all project member localities in order to extend the relevancy of use beyond the borders of local and national school curricula.

“For me, the project is characterised by the intergenerational networking idea, the joint research and comparison of local histories of the interwar period by different full-time and voluntary partners, some of whom have grown together in friendship in the course of the project work. Through its diverse innovative approaches, on the one hand in the inclusion of young people, as well as social media and new innovative forms of mediation through the variable, multilingual film kit, it represents for me a special experience and a matter of the heart.”

Michael Gutbier, Project Coordinator

Methodology:

Working Groups

The participants were split into different working groups based on their experience and expertise. These groups were: Communications, Youth, Finance, Didactics, Film, Project Leaders and the Scientific Advisory Board. They contained a representative from each town to ensure that all areas were informed of progress, requirements and plans over the course of the 3 years. Youth were integrated into all aspects of project work.

Workshops

During the project, members met in each town to discuss operational aspects in the working groups as well as to learn and experience the different towns and cities first hand. This created a greater understanding of context for their work as well as appreciation for their partners and the heterogeneity of the project participants.

External Input

Another key element which kept the project developing, improving and refraining from stagnation was the continuous flow of external, local lectures and educational tours during the in-person workshops. This allowed for new ideas and broadened understandings almost always resulting in a new facet to the end products.

Funding:

The project was funded by two European Union programmes: Erasmus+, which supports education, training, youth and sport; and Europe for citizens, a programme that ended in 2020 and aimed to encourage citizens to participate and engage in democracy at the EU level. The objectives of Europe for Citizens have been integrated in the new Citizens, Equality, Rights and Values (CERV) programme.  

The project was able to successfully combine the academic output and foster genuine connections amongst citizens from different backgrounds to create an idea of belonging to a community, tied together by the EU, bottom up, from the people and for the people. During the recent workshop in Brussels, one of the priorities of the project was thus highlighting the enormous significance of such EU programmes, in particular the CERV programme since its priorities strongly align with the values of Urban Spaces. To this respect, the project foster strong interpersonal connections between people from different socioeconomic and language backgrounds in order to understand each other’s histories and heritage with an understanding that they are all valued and important.

What was the most significant outcome of the project at the end? Urban Spaces ceased to be just a project and became an inclusive community within which a genuine connection to the EU is felt through embracing diversity full force.

“Without the support of the European Union, the results and the formation of this successful network and the jointly developed content would not have been possible. It is to be hoped that the network and the resulting understanding of Europe will have a lasting effect.”

Michael Gutbier, Project Coordinator

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                             (Group photo in Brussels)