As political divisions deepen and economic disparities grow across Europe, a recent study emphasizes the importance of teaching historical financial downturns in schools—not only as economic lessons but as tools for reinforcing democratic principles. The report, released by the Council of Europe’s Observatory on History Teaching in Europe (OHTE), suggests that understanding past economic turmoil equips students with the analytical skills to challenge oversimplified blame narratives often exploited by populist movements. n nAccording to the findings, financial instability—such as currency devaluations, inflation spikes, and strained public budgets—has frequently coincided with increased social tensions, discrimination, and erosion of democratic norms in various European nations. By studying these patterns, learners can recognize how marginalized communities are often unfairly targeted during hard times. n nThe OHTE highlights that examining economic disruptions helps students avoid attributing complex financial problems to single groups, a common tactic used to justify xenophobia and exclusion. The analysis draws on educational frameworks from 17 European countries, revealing widespread inclusion of economic crises in national curricula, with mandatory instruction in 16 of them—Spain being the exception where it remains optional. n nPerceived inequality plays a significant role in shaping political attitudes. Data from the European Journal of Political Research indicates that individuals who view their societies as highly unequal are 2.7% more inclined to support populist parties. This tendency is especially pronounced in countries with influential right-wing populist movements, such as Norway’s Progress Party and Austria’s Freedom Party. Additionally, people experiencing personal financial strain are notably more receptive to populist messaging than those in stable economic conditions, according to the 2023 European Social Survey. n nThe report advocates for a pedagogical shift—moving beyond mere facts and dates toward fostering empathy, critical thinking, and tolerance for complexity. Educators involved in the study noted that when students explore questions like “Who suffered?” or “Who benefited?” during historical downturns, they begin to see economic events as deeply intertwined with social and political dynamics. n nFor instance, the French Revolution and the collapse of socialist economies in the 1980s are commonly taught as moments when economic distress fueled demands for democratic reform. Conversely, the rise of fascist regimes in interwar Europe is often linked to the Great Depression’s destabilizing effects, illustrating how economic collapse can dismantle democratic institutions. n nTo counter reductive narratives, the OHTE recommends incorporating perspectives of vulnerable populations—such as women, Roma, Jewish communities, and LGBTQ+ individuals—into lessons. Currently, only six of the 17 countries include gender-related dimensions in their crisis education, and none formally address LGBTI experiences in textbooks. Just 3.4% of surveyed teachers reported integrating LGBTQ+ viewpoints, while Roma history appears only in France’s curriculum and is included in classroom discussions by only 10.3% of educators. n nDespite the broad presence of the topic in syllabi, the report identifies a gap in interdisciplinary teaching methods. Many classrooms focus narrowly on statistics and chronologies, missing opportunities to connect economics with societal impacts. Teachers observe that economic crises naturally bridge subjects like politics, history, and sociology, yet lack sufficient cross-disciplinary materials to support holistic instruction. n nBy drawing parallels between current challenges—such as inflation, energy insecurity, and uneven post-pandemic recovery—and past events like the eurozone crisis, students can better grasp the recurring nature of economic instability. With Europe facing structural hurdles including slow growth, trade disruptions, and demographic aging, historical awareness may offer vital context for navigating future uncertainties. n— news from Euronews.com
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Teaching on economic crises builds immunity to populism, report
In an era of growing polarisation, rising inequality, and resurgent populism, a new report argues that teaching economic crises in history classrooms is more than a lesson about recessions — it is a lesson in democracy. n nAccording to The Observatory on History Teaching in Europe (OHTE), a platform of the Council of Europe, learning about past economic shocks helps students resist scapegoating narratives and build democratic resilience. n n”Crises in public finances and national currencies, as well as rising inflation, have caused continuous or recurring economic instability in numerous European countries, which has been closely linked to rising social inequalities, xenophobia, and the questioning of democratic values,” the report stated. n n”Teaching about economic crises can offer students the knowledge and skills to resist one-sided and simplistic attributions of blame for economic crises to minorities and stigmatised groups through scapegoating,” the OHTE continued. n nThe report is based on analysis of 17 European countries. n nPerceptions of unfair distribution fuel radicalism n nThe Council of Europe ‘s OHTE was created in 2020 to tackle issues related to history teaching on the continent, as there was previously no centralised body to analyse what was taught in one country versus the other. n nThis leads to situations where strong populist movements can build up in certain countries such as Hungary. n nTeaching about economic inequality, the authors of the report argue, is a crucial aspect of understanding the historical grievances of a country and its effects on politics today. n nPeople who think their society is very unequal are more likely to back populist parties, according to recent analysis published in the European Journal of Political Research. n nVoters who perceive strong inequalities in society are about 2.7% more likely to support populist parties, compared to respondents who perceive society as more equal, said the survey. n nIt added that effects are particularly strong for prominent and large right-wing populist parties such as the Progress Party in Norway, the Danish People’s Party and the Freedom Party of Austria. n nPeople who report financial difficulties are also significantly more likely to support populist parties than those who are financially comfortable, according to findings from a European Social Survey published in 2023. n nThe ESS identifies this pattern across several countries and survey years, highlighting that felt economic strain — rather than income alone — helps explain openness to populist appeals. n nEconomic crises teach empathy n nThe new OHTE report recommends that teachers of economic history should seek to link past events to concrete skills. In other words, don ‘t just “tell the students what the Great Depression was”, but rather use the lessons to develop “empathy, openness, cooperation [and] tolerance of ambiguity”. n nTeachers interviewed for the study reported that when students engage with economic crises historically, they are better prepared to ask “why did this happen?”, “who suffered?”, “who benefitted?” and “is there a scapegoat rampaging behind me?”. n n”Exploring such questions can help learners understand that an economic crisis is much more than an isolated economic phenomenon and instead often affects all aspects of societal life,” the OHTE report stated. n nEconomic teaching also allows students to realise that the consequences of crises are heavily dependent on the prevailing political system and the historical period, added the authors. n nClasses on economic crises are included in national curricula in all 17 countries studied, and are compulsory in 16 apart from Spain, where including lessons on economic crises is at teachers ‘ discretion. n nThat alone shows broad recognition of the topic — but reveals little about how the topic is used and framed, and whether there is a general consensus across Europe on how it is taught. n n”Economic crises are explicitly linked to the struggle for or against democracy in the curricula of all member states except Georgia and Spain… the French Revolution and the crisis of the socialist economies in the 1980s are the most frequently cited examples, where economic hardship is cited as a driver for mobilising forces to successfully demand democracy,” the report explained. n nAlternatively, “economic crises leading to the destruction of democracy in various European countries” are usually taught with regard to the rise of fascism and Nazism as a direct result of the Great Depression. n nChallenging simplistic narratives n nIn its recommendations, the report also suggests that economic crises could be taught from the perspective of minority or vulnerable groups. This can be used as a means to subvert extremism-friendly narratives such as “some group did it”, “they always exploit us”, or “the system is rigged by X”, said the authors. n nFor example, the report criticises the fact that lessons on economic crises rarely focus on specific challenges faced by groups such as the LGBTQ+, Roma, and Jewish communities. n nThe perspective of women in economic crises is included in six of the 17 countries analysed, but “references to LGBTI history are absent from both curricula and textbooks in all countries”. Only 3.4% of respondents to the teachers’ questionnaire indicated that they incorporate LGBTQ+ perspectives into their lessons. n n”Economic crises have historically increased the likelihood of stigmatisation and persecution, particularly of minorities (for example, the pogroms against Jews). Roma history is mentioned only in the French curriculum and only 10.3% of teachers reported including this perspective in their teaching,” said the report. n nBeyond economics — the interdisciplinary gap n nThere is a key missing piece when it comes to teaching on economic crises in Europe, concluded the OHTE. n nWhile the topic features heavily in curricula, the way it is taught often remains narrow, focusing on macroeconomic data and timelines, rather than exploring the human and social impacts. n nTeachers across multiple countries report that crises make a “natural bridge between economics, politics and society,” but lament the lack of structured cross-subject resources available to them to teach the subject in that way. n nComparing today’s cost-of-living squeeze, energy volatility, and uneven recovery to earlier episodes — such as the euro area crisis — helps students draw lessons from history. n nBetween sluggish growth and tariff shocks, further complicated by an ageing population, Europe is facing a difficult economic road ahead. In such a environment, past crises can provide a framework to make sense of the present ones.