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Teaching and Learning War Research Network: Education and Modern Conflict in an International Comparative Perspective

教学战争研究网络：国际比较视角下的教育与现代冲突

基本信息

批准号：
AH/P014518/1
负责人：
Catriona Pennell
金额：
$ 4.75万
依托单位：
UNIVERSITY OF EXETER
依托单位国家：
英国
项目类别：
Research Grant
财政年份：
2017
资助国家：
英国
起止时间：
2017 至无数据
项目状态：
已结题

来源：
https://gtr.ukri.org/projects?ref=AH%2FP014518%2F1
关键词：
Teaching Learning War Research Network

项目摘要

The Teaching and Learning War research network brings together EU and international researchers and stakeholders, from a range of academic disciplines and professional backgrounds, to explore young people's engagement with and receptivity to the cultural memory messages of the two world wars from an international comparative perspective. At the centenary of the First World War in the UK, Australia, Canada, and New Zealand young people find themselves 'front and centre' of both state-sponsored and community-level commemorations. As the two world wars fade from living memory, young people across the Commonwealth have been singled out as those who will be carrying the memory of the war forward. Early indications suggest similar emphasis will be placed on young people in the 80th and 90th anniversaries of the Second World War. It is at this juncture, as the commemorative focus in Britain and the Commonwealth shifts from the First to the Second World War, that new questions arise about 1) the ways these cataclysmic events are taught in the 21st century, 2) what cultural memory messages feature in education, and 3) how young people respond to and interpret these messages. While study of memory and war remembrance has intensified in recent years, the way young people engage with the cultural messages about these seminal historical events is largely unexplored. Interrogating the practices of teaching and learning about war remembrance has the potential to illuminate how memories of war are shaped. As Roediger and Wertsch identify, education is one of the 'core disciplines for a new field of memory studies' since 'many of the almost unconscious attitudes that students have about the past' are traceable to elements of 'the educational process'. The two world wars - as crucial moments of crisis where the 'British world' came together as a larger community of common interest - remain significant features of the curriculum, both formal and informal, in Britain, Australia, Canada and New Zealand. At the same time, they raise important questions about the teaching of the history of the British Empire, an area of heated contemporary debate across the Commonwealth. These four case studies share a narrative of white, imperial masculinity and sacrifice for Empire largely compatible with the rise of a sense of national identity, thus allowing for coherent enquiry. However, the distinctiveness (or otherwise) of these case studies needs to be held up against the experiences of indigenous peoples in these white settler colonies as well as the experience of non-white colonies in these conflicts such as Kenya, Jamaica or India. To enable us to develop a larger research project on this theme, networking events will centre on four main questions:1. How do young people think about the past? 2. How have indigenous and/or ethnic minority histories been integrated into the representation and teaching of the two world wars? 3. What role does empathy play in the teaching of the two world wars? 4. How does youth-centered commemorative activity compare across the British world?This research network is distinctive because of the disciplinary boundaries it seeks to break down, particularly between history, memory studies, education and literary studies; its focus on the memory and representation of the two world wars from a comparative perspective; and because of the ways it will foster international collaboration and the development of strong links with overseas researchers and professional stakeholders, particularly in the education sector. It capitalises on and consolidates informal links between a number of existing networks including AHRC-funded projects; IWM; UCL IoE Centre for Holocaust Education; First World War Centenary Battlefield Tours Programme; British Empire at War Research Group; Centre for Research in Memory, Narrative and Histories; Youth Research Group; and Cultural Exchange in a Time of Global Conflict project.

教学战争研究网络汇集了欧盟和国际研究人员和利益攸关方，从一系列学科和专业背景，探索年轻人的参与和接受两次世界大战的文化记忆信息从国际比较的角度。在英国、澳大利亚、加拿大和新西兰举行的第一次世界大战一百周年纪念活动中，年轻人发现自己成为了国家赞助和社区层面纪念活动的“前沿和中心”。随着两次世界大战从人们的记忆中逐渐消失，英联邦各地的年轻人被挑选出来，作为那些将战争记忆发扬光大的人。早期迹象表明，在第二次世界大战80周年和90周年纪念活动中，将把类似的重点放在年轻人身上。正是在这个时刻，随着英国和英联邦的纪念重点从第一次世界大战转移到第二次世界大战，新的问题出现了：1）这些灾难性事件在21世纪的教学方式，2）教育中的文化记忆信息特征，以及3）年轻人如何回应和解释这些信息。虽然近年来加强了对记忆和战争纪念的研究，但年轻人如何参与这些开创性历史事件的文化信息在很大程度上尚未探索。对战争记忆的教学和学习做法进行调查，有可能阐明战争记忆是如何形成的。正如Roediger和Wertsch所指出的，教育是“记忆研究新领域的核心学科”之一，因为“学生对过去几乎无意识的态度”可以追溯到“教育过程”的元素。两次世界大战-作为危机的关键时刻，“英国世界”作为一个更大的共同利益共同体走到一起-仍然是英国，澳大利亚，加拿大和新西兰正式和非正式课程的重要特征。与此同时，他们提出了关于大英帝国历史教学的重要问题，这是整个英联邦当代激烈辩论的一个领域。这四个案例研究分享了一个白色的叙述，帝国的男子气概和牺牲的帝国在很大程度上与民族认同感的兴起兼容，从而允许连贯的调查。然而，这些个案研究的独特性（或其他方面）需要与土著人民在这些白色定居者殖民地的经历以及肯尼亚、牙买加或印度等非白色殖民地在这些冲突中的经历相对照。为了使我们能够就这一主题开展更大的研究项目，网络活动将围绕四个主要问题：1。年轻人如何看待过去？2.如何将土著和/或少数民族历史纳入两次世界大战的表现和教学？3.同理心在两次世界大战的教学中发挥着什么作用？4.以青年为中心的纪念活动在英国世界各地的比较情况如何？这个研究网络是独特的，因为它试图打破学科界限，特别是在历史，记忆研究，教育和文学研究之间;它的重点是从比较的角度对两次世界大战的记忆和再现;由于它将促进国际合作，并与海外研究人员和专业利益相关者建立密切联系，特别是在教育部门。它利用并巩固了一些现有网络之间的非正式联系，包括人权委员会资助的项目; IWM; UCL IoE大屠杀教育中心;第一次世界大战百年战场图尔斯旅游计划;大英帝国战争研究小组;记忆，叙事和历史研究中心;青年研究小组;以及全球冲突时期的文化交流项目。