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GCRF Development award: Contextualising Peace Education

GCRF 发展奖：和平教育情境化

基本信息

批准号：
AH/T005459/1
负责人：
Parvati Raghuram
金额：
$ 19.32万
依托单位：
The Open University
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%2FT005459%2F1
关键词：
GCRF Development award Contextualising Peace

项目摘要

This project uses storytelling as method to further a contextually sensitive understandings of everyday gendered peace in two countries facing conflict: Nigeria and Zimbabwe. The project has two foci: networking and contextualising peace. Networking: First, we focus on fostering partnerships and knowledge exchange between civil society organisation (NGOs, INGOs, research centres, arts organisations), local communities, government bodies and schools, including higher education; between local, national and international peace workers and educators and across countries to identify best practice in peace education. We will begin with networking meetings and early engagement workshops to deepen our engagement with stakeholders in each country and critically review the current local peace and intervention practices in Nigeria and Zimbabwe. Secondly, we will carry out three storytelling workshops in each country to explore how community based practices of peace are understood, created and inherited. The stories will be used to produce educational resources for peace education that we will trial in Global South and North. These 2 'proof of concept' projects will, later on, be connected across the network and compared through an international networking meeting in Nigeria and a local meeting in Zimbabwe to broaden knowledge about local peace building and to strengthen teaching materials. We will evaluate the networking methodology through interviews with stakeholders and with the community.Contextualising peace: The project particularly highlights the importance of understanding locally embedded peace practices. This contextualisation is essential to creating resources for learning materials that can disrupt hegemonic narratives of peace and to reverse the knowledge transfer from north to south. Peace can sometimes be seen as a Eurocentric project with the underlying knowledge and methods for peace arising from the West. There are, nevertheless, local meanings and mechanisms for peace but they are overlooked in peace education although demands to address this lacuna are growing. This is part of a wider trend to use African concepts and knowledge in teaching there, and thus to decolonise education. However, there has been no attempt to systematically collate, compare, evaluate and draw out lessons from these existing peace practices or to see how these can be incorporated into peace education. Likewise, there have also been limited initiatives to investigate gendered constructions of peace from a decolonial perspective. This project addresses these two gaps. The overall aim of the proposed research is to understand: a. what are the different meanings and mechanisms attached to peace, with particular attention to gender differences in creating everyday peace in our 2 case study countries - Nigeria and Zimbabwe; b. how can these practices be connected and compared across countries to create peace education content and mode of delivery in Higher Education in order to decolonise peace education? In responding to these questions, we will use the arts-based methods of storytelling to unearth the locally embedded stories and meaning of peace. Building on our previous funded projects, this network will offer an intersectional analysis of gender, religion and ethnicity to explore meanings of peace and how to embed this into peace in Higher Education through co- designing and co-producing two lesson plans and trialing it across the three countries: Nigeria, UK and Zimbabwe. We will later on collate the feedback from the students to assess the effectiveness of learning materials and make necessary improvements based on the experiences of student.

该项目使用讲故事的方法来促进对尼日利亚和津巴布韦这两个面临冲突的国家的日常性别和平的背景敏感的理解。该项目有两个重点：建立网络和将和平纳入背景。网络：首先，我们注重促进民间社会组织(非政府组织、国际非政府组织、研究中心、艺术组织)、地方社区、政府机构和学校之间的伙伴关系和知识交流，包括高等教育；地方、国家和国际和平工作者与教育工作者之间以及各国之间的伙伴关系和知识交流，以确定和平教育方面的最佳做法。我们将从网络会议和早期参与讲习班开始，深化我们与每个国家的利益攸关方的接触，并严格审查尼日利亚和津巴布韦目前的地方和平和干预做法。第二，我们将在每个国家举办三个讲故事讲习班，探讨如何理解、创造和继承以社区为基础的和平做法。这些故事将被用来制作和平教育的教育资源，我们将在全球南北两地进行试验。这两个“概念验证”项目稍后将通过网络连接起来，并通过在尼日利亚举行的一次国际网络会议和在津巴布韦举行的一次地方会议进行比较，以扩大对当地和平建设的了解，并加强教材。我们将通过与利益攸关方和社区的访谈来评估联网方法。联系和平：该项目特别强调了解当地根深蒂固的和平做法的重要性。这种情境化对于创造学习材料的资源至关重要，这些材料可以扰乱霸权主义的和平叙事，并扭转从北到南的知识转移。和平有时可以被视为一个以欧洲为中心的项目，拥有来自西方的基本和平知识和方法。然而，和平具有地方意义和机制，但和平教育忽视了这些意义和机制，尽管填补这一漏洞的要求越来越多。这是一个更广泛的趋势的一部分，即在那里的教学中使用非洲的概念和知识，从而使教育去殖民化。然而，没有人试图系统地整理、比较、评估和总结这些现有和平做法的经验教训，也没有考虑如何将这些做法纳入和平教育。同样，从非殖民主义的角度调查按性别划分的和平建设的举措也有限。该项目解决了这两个差距。拟议研究的总体目的是了解：a.和平有什么不同的含义和机制，特别是在我们的两个案例研究国家--尼日利亚和津巴布韦--在创造日常和平方面的性别差异；b.如何将这些做法联系起来，并在各国之间进行比较，以创造高等教育中的和平教育内容和提供方式，从而使和平教育去殖民化？在回答这些问题时，我们将使用以艺术为基础的讲故事的方法来挖掘当地嵌入的故事和和平的意义。在我们以前资助的项目的基础上，该网络将提供对性别、宗教和种族的交叉分析，以探索和平的意义，以及如何通过共同设计和共同制作两个课程计划并在尼日利亚、英国和津巴布韦这三个国家进行试验，将和平融入高等教育的和平之中。我们稍后会整理学生的意见，以评估学习材料的成效，并根据学生的经验作出所需的改善。