Widening participation and increasing access to Cultural Heritage and Natural Science Activities in Georgia.

扩大格鲁吉亚文化遗产和自然科学活动的参与范围和机会。

• 批准号: AH/S003541/1
• 负责人: Emma Loosley Leeming
• 金额: $ 6.47万
• 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: 2019
• 资助国家: 英国
• 起止时间: 2019 至 无数据
• 项目状态: 已结题
• 来源: https://gtr.ukri.org/projects?ref=AH%2FS003541%2F1
• 关键词: Widening; participation; increasing; access; Cultural

Georgia has suffered a series of crises since the end of communism in 1991, suffering a civil war, the loss of Abkhazia and, since 2008 Tskhinvali/South Ossetia has been occupied by the Russian army. This means that there are up to 232,700 IDPs in Georgia (http://www.internal-displacement.org/europe-the-caucasus-and-central-asia/georgia/figures-analysis) out of a population of 3.9 million (http://worldpopulationreview.com/countries/georgia-population/) which equates to almost 17% of the overall population of the country. 20% of the country's territory is occupied by Russia (https://www.georgianjournal.ge/politics/34274-10-years-after-putins-invasion-russia-still-occupies-parts-of-georgia-daily-signal.html) and these factors have placed a significant social, political and economic strain on society. Added to this the population of Tbilisi is now officially 1,225,000 (http://tbilisiguide.ge/w/about_georgia.php) although it is believed the real total is higher, and this movement from the villages to the capital has precipitated a crisis in life opportunities for many young people.Educational needsTo place this initiative in a wider context, it must be understood that there is such chronic underfunding of the Georgian schools system that children attend in two shifts - 10.00-14.00 and 14.00-18.00 meaning that no child studies for a full day as is normal in most other European countries. In addition the extremely long holidays and many National Bank Holidays further curtail the school year, as does the widespread practice of children being withdrawn for the last 2 weeks of term each academic year and sent off to relatives in the provinces. In the villages, school buildings are often almost derelict Soviet era constructions that are dangerously unstable and teachers earn in the region of 300 Lari (less than £90) a month, meaning that many have to take on second jobs or run smallholdings to cover their living costs. Given this chronically under-funded education system there is an urgent need to offer advanced skills training and resource packs to teachers in order to raise the level of morale and also to encourage teachers to talk to children about wider aspirations beyond their rural communities and consider the possibilities offered by tertiary education.Educational Capacity BuildingThis strategy envisages a more unified approach that builds on Ministry of Education objectives, to implement further training for curatorial staff and teachers so that they have the skills necessary to develop classes in a museum or other heritage context.For some time Prof. Dr. David Lordkipanidze, Director of the GNM, has been searching for partners to help the GMN work with teachers and children from IDP backgrounds or living in the most remote parts of the country. His vision has been to inspire children from places such as the High Caucasus or the Azeri and Armenian minorities in the south to aspire to a career in the Humanities or the Natural Sciences with a view to them ultimately working as academics or curators. His methodology has been to organise summer camps and activity days for children, which is in line with the Ministry of Culture's Heritage 2025 strategy, that calls upon institutions like the GNM to take a leading role in offering skills development to teachers and engage with the most economically marginalised members of society. This research proposes to utilise the approach favoured by the Director of the GNM and institute a training network involving GNM junior curators and educational staff interacting with regional schoolteachers to promote museums and cultural heritage sites as inviting spaces for classes in which to teach children about the value of not only cultural heritage, but also the Humanities in general.

自1991年共产主义结束以来，格鲁吉亚经历了一系列危机，经历了内战，失去了阿布哈兹，自2008年以来，茨欣瓦利/南奥塞梯被俄罗斯军队占领。这意味着，在格鲁吉亚的390万人口（http：//worldpopulationreview.com/countries/georgia-population/）中，有多达232，700名国内流离失所者（http：//www.internal-displacement.org/europe-the-caucasus-and-central-asia/georgia/figures-analysis），几乎相当于该国总人口的17%。格鲁吉亚20%的领土被俄罗斯占领（https：//www.georgianjournal.ge/politics/34274-10-years-after-putins-invasion-russia-still-occupies-parts-of-georgia-daily-signal.html），这些因素给社会带来了巨大的社会、政治和经济压力。除此之外，第比利斯的官方人口现在为1，225，000人（http：//tbilisiguide.ge/w/about_georgia.php），尽管人们认为真实的人口总数更高，而且这种从那些村庄向首都的迁移使许多年轻人的生活机会陷入危机。此外，极长的假期和许多国家银行假日进一步缩短了学年，每个学年学期的最后两周，儿童被退学并送到各省的亲戚那里的普遍做法也是如此。在那些村庄，学校建筑往往几乎是苏联时代的建筑，非常不稳定，教师每月的收入在300拉里（不到90英镑）左右，这意味着许多人不得不从事第二职业或经营小农场来支付他们的生活费用。鉴于教育系统长期资金不足，迫切需要向教师提供先进的技能培训和资源包，以提高士气，并鼓励教师与儿童谈论农村社区以外的更广泛的愿望，并考虑高等教育提供的可能性。对策展人员和教师进行进一步培训，使他们具备在博物馆或其他遗产背景下开设课程所需的技能。一段时间以来，GNM主任大卫·洛德基帕尼泽教授一直在寻找合作伙伴，帮助GMN与来自国内流离失所者背景或生活在该国最偏远地区的教师和儿童合作。他的愿景是激励来自高高加索或南部的亚美尼亚和亚美尼亚少数民族等地的儿童渴望从事人文或自然科学事业，以期最终成为学者或策展人。他的方法是为儿童组织夏令营和活动日，这符合文化部的遗产2025战略，该战略呼吁GNM等机构在为教师提供技能发展方面发挥主导作用，并与经济上最边缘化的社会成员接触。这项研究建议利用国家博物馆管理局局长喜欢的方法，建立一个培训网络，让国家博物馆管理局的初级馆长和教育工作人员与地区学校教师互动，以促进博物馆和文化遗产地成为吸引学生的课堂空间，在课堂上不仅向儿童传授文化遗产的价值，而且还向他们传授一般的人文知识。