The project ‘Transnational Approaches and Multi-Perspective Methods in History Education’ investigates transnational, multi-perspective approaches to European history and aims at fostering history learning in Europe by comparing different views of the shared experience of European development and events.The project will promote transnational presentations of history that include multiple identity constructs or indeed make them possible for the first time. The European Union is a historical ‘transnational’ idea. The project will develop best-practice models and make them available for history teaching in schools and adult education so as to open up a multi-perspective approach to complex historical events. The aim is to work towards a narrative of our common European history that retains unified and differing memories but allows a re-interpretation in particular of the ‘winner/loser’ dichotomies, given the central role of this and the perpetrator/victim perspective in history teaching.There is an increasing tendency, not only in Europe, to return to nationalistic ideas, which have an impact on democratic principles, attitudes to participation and integration, anti-discrimination and antisemitism. The project looks at how sociopolitical events in European history are presented from different national perspectives but also from the perspective of ethnic minorities and investigates new multidimensional forms of communication.But how can history be interpreted in a transnational network like the European Union? How can the stories of minorities, persons with a migration or refugee background and with limited potential for participation, be incorporated into a European narrative? How can an understanding for a transnational view of history be fostered in persons who are focused on nationalistic narratives and images?As we believe that an open approach to history is a better reflection of the context of many people in Europe, we would like to develop academic methods, formal, non-formal and informal approaches to education and artistic expression into a diverse portfolio of teaching and learning materials for adult education, education theory, initial and advanced teacher training and the teaching of art and culture.We will study historical narratives by the majority society, for example in schoolbooks, and compare them with the narratives of eyewitnesses from different nationalities, ethnic minorities or marginalised groups in society. As history is conveyed not only through written and oral narratives but also through pictures and other visual media, the focus is on visual forms of communication – a documentary play that will enrich the theatre world of Timisoara, an exhibition in Konavle and a video documentary.All best-practice examples, detailed descriptions of all methods and all other products of the strategic partnership will be clearly described and available on the digital method platform. The project language is English. The project partners come from Austria (2), Germany, Belgium, Romania, Sweden, Poland and Croatia.The partner organizations are:University of Klagenfurt, AT (coordination)Research Centre for the History of Minorities, ATSprachendienst Konstanz, DEEU WAREHOUSE, BEAsociatia Solidart, RONorrköpings Stadsmuseum, SEInstytut Tolerancji w Łódźi, PLMuseums and Galleries of Konavle, HR

"The project „Catch the Balans” was dedicated to the person of „participant” and his level of activation in the field of culture and non-formal education. Using a process of exchanging good practices between the educators from the partner institutions we worked on some methods of activation adults for participation in non-formal education.The idea for the project appeared right after the exhibition of Anna Maria Łuczak ""Mindful Ersatz Life"" which took place in the Punkt Odbioru Sztuki Gallery which is one of our branches. The exhibition was about going back to simple, natural pleasures in contrast to our reality fullfilled with the Internet and too many incentives pushing our brains from all around. We have noticed that people, including our audience, have difficulty in staying focused on one task. The effect is: less energy to work on selfdevelopment, worse and worse key competences, low social, interpersonal skills, no longlasting relationships. The result is social exclusion and staying in the marginalised group of adults. Acording to those reflections and staying focused on european priorities concerning participation of adults in non-formal education we decided that our target group will be disadvantaged adults. (disadvantaged because of some economic barriers, social exclusion, low key competences, low language skills – imigrants, problems with being overstressed and low level of selfacceptation).As the speed of life, being overstressed and too many incentives pushing our brains are considering as reasons why adults are not participating in non-formal education, we decided to use the idea of slow life, leave behind new technologies for a while and go back to the culture heritage. During the process of creation we focused on manual way, pointing out ecology, sensorics, building a dialog and storytelling, group process. New technologies remained with us, but only as a tool to make a project activities documentation. The following countries participated in the project: Poland (coordinator) Belgium, Romania, Germany and Austria. As part of the partnership were organized: 3 LTT meetings (Learning training teaching) focused on workshop and exchanging good practice. Between the trainings, partners implemented the developed methods on the local ground also by conducting a diagnosis among representatives of the target group. The project were involved direct participants (educators, people engaged in the project from the partner institutions) and indirect participants taking part in local activities. Around 800 persons were involved in the project. The methodology that we adopted for the implementation of the project is based on the principle of Simon Sinek's golden circle and active observation. In the case of working with the target group, we will use the SSM soft methodology, which was created to enable operation in more natural problem situations in which people perceive and interpret the world in their own way and evaluate it using norm and standards that do not have to be shared by others. The result of the project is to acquire or activate new audience. Also introducing methods of slow life into the offer as well as the development of creative tools for evaluation of educational activities and project progress. The material result of the project is e-brochure containing all the conclusions, examples of activities as a base for a further work on the strategy for the activation the audience. A part of it is a code of ethics for the adult educators (in order to improve the quality of activities). Our goal and at the same time the long-term result we want to achieve is to stimulate discussion and sensitize the problem of adult participation in non-formal education activities . The added value of the project was to expand language competences of educators and to build international cooperation networks.As of November 1, 2021, the Poleski Art Center, under the name of Art Center, became by the decision of the City Council one of the branches of the newly established local government cultural institution – the Municipal Culture Zone in Łódź."