Page 18 - EuroVision – Museums Exhibiting Europe (EMEE). The E-book
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culture and museum studies, scenographers, music designers and cultural producers (including history teachers). The EMEE project provides ideas and con- cepts that can help to attract non-visitors to cultural offerings (bridging-the-gap), shows ways to change the role of museums in the society (social arena), and shows ways how to invite so called non-visitors. It was one of the focus points of the EMEE project to bring the non-visitors and the museums closer, invit- ing them to start a multicultural dialog.
The main objective of the EU-culture project ‘EuroVision – Museums Exhibiting Europe’ was to develop and explore a concept of (history) museum development that complies with the EU’s cultural policies that expect national cultural institutions to support the civil society of Europe. With this goal in mind, the EU’s cultural policy perspectives also ask history museums to contribute towards the integra- tion of a multicultural Europe and to attract socially and culturally diverse audiences in order to reinvent the museum as an important social space where en- counters with cultural heritage fosters social interac- tion, dialogue, and mutual understanding.1 While the EU recommends that museums take on an active
role in society and strengthen European identity, the EMEE project started with two questions:
1. What implications could the aforementioned cul-
tural policy perspectives carry for the many local, regional, and national history museums across Europe whose collections do not explicitly en- gage with transregional or European history?
2. What kind of concept of an ‘European identity’ and of exhibiting ‘Europe’ could be right for those museums, which are often closely related to local and regional history, in the light of growing diver- sity across Europe’s multicultural societies?
In order to be able to answer these two questions, the EMEE project drew on basic concepts that are used by the discipline of history didactics, which is a scienti c  eld of research concerned with teaching history in schools and conveying history in public and which distinguishes between the following areas of specialization: historical culture, historical conscious- ness, and historical identity. The research of the dis- cipline History Didactics addresses the question of how ‘European identity’ could be conceptualized by underlining the idea of complex and multi-layered

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