The Political Economy of Education Research (PEER) Network

教育政治经济学研究（PEER）网络

• 批准号: AH/T008075/1
• 负责人: Alan Smith
• 金额: $ 247.84万
• 依托单位: University of Ulster
• 依托单位国家: 英国
• 项目类别: Research Grant
• 财政年份: 2020
• 资助国家: 英国
• 起止时间: 2020 至 无数据
• 项目状态: 未结题
• 来源: https://gtr.ukri.org/projects?ref=AH%2FT008075%2F1
• 关键词: Political; Economy; Education; Research; PEER

Almost half of all children who are out of school live in conflict affected countries (at least 27 million children in 24 countries). Children in these countries are twice as likely to die before their fifth birthday and countries with conflict have some of the lowest literacy levels in the world and the largest inequalities between girls and boys, rich and poor. Good quality education can protect children in the midst of violence and provide life-saving messages concerning health and safety, as well as the knowledge, skills and attitudes to survive, recover and rebuild their society after conflict. Yet, education is often given a low priority in situations of conflict.We know that modern conflicts can last more than 20 years and often involve multiple armed groups competing for control of government institutions [such as schools], natural resources and territory. This also means that provision of education can be highly politicised in situations of conflict and this can prevent much needed assistance reaching those who need it most - it is usually the poorest or most marginalised who suffer the worst consequences of violent conflict. Education is usually considered 'a good thing', but we know that in certain circumstances education may actually be 'part of the problem' as well as 'part of the solution'. For example, unequal access to education and distribution of education resources may fuel grievances between groups in society, particularly if they are already in conflict. Exclusion of minority voices from decision-making will cause resentment. Insensitive or politically biased education policies in terms of the language of instruction or content of the curriculum may create mistrust between different ethnic, religious or cultural groups by fuelling stereotypes, xenophobia and other antagonisms. We therefore need to better understand the underlying political, economic and social reasons why education may sometimes aggravate conflict. This is known as Political Economy Analysis (PEA) and is highly relevant to the provision of education in conflict affected countries. However, there are problems with current approaches. There is a reliance on international consultants to undertake 'one-off' assessments that lack sensitivity to local history, politics, culture and knowledge of power-relations that are better conveyed in local languages. There is also a tendency to ignore the impact that international agencies have on national policies and practices, and the different political circumstances that operate in different parts of a country. There is often a reluctance to raise critical questions about education provision because they are too sensitive or may challenge vested interests. These severely limit the potential of analysis to improve the planning and development of socially just education systems.The PEER Network is a three-year initiative led by four universities (Ulster, Cape Town, Nazarbayev and Sussex) aimed at improving the quality of PEA in partnership with academics, policymakers and practitioners in conflict affected countries. By the end of the project we aim to have made an impact by: - Establishing two regional hubs of PEA expertise across conflict affected countries in Central Asia and Sub-Saharan Africa - Bringing together 40 policymakers, practitioners and academics to develop PEA tools, knowledge and expertise - Commissioning at least 20 research studies worth £800,000 to create locally owned knowledge bases - Making all the tools and resources freely available online to students, researchers and practitioners - Supporting a new generation to undertake political economy analysis of education systems in their own contexts - Influencing change in global practice in PEA for the benefit of children and young people in conflict affected countries

在校的所有儿童中，几乎一半生活在受冲突的国家（24个国家 /地区至少有2700万儿童）。这些国家的儿童在五岁生日之前死亡的可能性是世界上最低的识字水平，并且是男孩和男孩（富人和穷人）之间最大的不平等现象的两倍。高质量的教育可以在暴力中保护儿童，并提供有关健康和安全的救生信息，以及在冲突后生存，恢复和重建社会的知识，技能和参加。然而，在冲突的情况下，教育通常被认为是较低的优先事项。我们知道，现代冲突可以持续20年以上，并且经常涉及多个竞争控制政府机构（例如学校），自然资源和领土的武装团体。这也意味着，在冲突的情况下，提供教育的规定可以高度政治化，这可以防止急需的援助到达最需要的人 - 通常是最贫穷或最边缘化的人，遭受暴力冲突的最严重后果。教育通常被认为是“一件好事”，但我们知道，在某些情况下，教育实际上可能是“问题的一部分”以及“解决方案的一部分”。例如，接受教育和教育资源分配不平等可能会加剧社会群体之间的不满，尤其是在他们已经处于冲突状态的情况下。排除少数族裔的声音将导致反应。从教学语言或课程内容的语言方面，不敏感或政治上有偏见的教育政策可能通过加油，Xenophobia和其他对抗而在不同的种族，宗教或文化群体之间产生不信任。因此，我们需要更好地了解潜在的政治，经济和社会原因。为什么教育有时可能会汇总冲突。这被称为政治经济学分析（PEA），并且与受影响国家的教育提供高度相关。但是，当前方法存在问题。国际顾问有责任进行“一次性”评估，这些评估对当地历史，政治，文化和对权力关系的知识缺乏敏感性，这些评估更好地以当地语言传达。还倾向于忽略国际机构对国家政策和实践的影响，以及在一个国家不同地区运作的不同政治环境。通常不愿提出有关教育规定的关键问题，因为它们太敏感或可能挑战既得利益。这些严重限制了分析的潜力，以改善社会公正教育系统的规划和发展。同行网络是由四个大学（Ulster，Cape Town，Nazarbayev和Sussex）领导的三年倡议，旨在与学术界，政策组成者和影响国家中的学术界，政策制定者和实践者合作提高PEA质量。在项目结束时，我们的目标是通过以下方式产生影响： - 在中亚和撒哈拉以南非洲的冲突中建立两个区域性的豌豆专业知识枢纽 - 召集40个决策者，实践者和学院，以开发PEA工具，知识和专业知识，至少为基础提供了800万英镑的知识基础，以创造20万英镑的研究，以创建一定的知识基础，以创建一项宽敞的知识基础，并提供一定的工具和资源。在自己的背景下对教育系统进行政治经济学分析 - 影响豌豆全球实践的变化，以造成冲突影响国家的儿童和年轻人的利益

项目成果

Historicising the geopolitics of education and the SDGs: From Western hegemony to a multi-polar world?

教育地缘政治和可持续发展目标的历史化：从西方霸权到多极世界？

• DOI: 10.1016/j.ijedudev.2023.102925
• 发表时间: 2023
• 期刊: International Journal of Educational Development
• 影响因子: 2.5
• 作者: Novelli M

Ethical Education Research in Fragile and Conflict-Affected Contexts: Understanding the Political Economy of Knowledge Production. PEER Working Paper 4

脆弱和受冲突影响背景下的道德教育研究：理解知识生产的政治经济学。

• 发表时间: 2022
• 作者: Shanks, K

Education in Emergencies: Mapping the Global Education Research Landscape in the Context of the COVID-19 Crisis

• DOI: 10.1177/21582440241233402
• 发表时间: 2024-01-01
• 期刊: SAGE OPEN
• 影响因子: 2
• 作者: Durrani，Naureen;Ozawa，Vanessa
• 通讯作者: Ozawa，Vanessa

Doing harm: the impact of UK's GCRF cuts on research ethics, partnerships and governance

造成伤害：英国 GCRF 削减对研究道德、合作伙伴关系和治理的影响

• DOI: 10.1332/gjsz3052
• 发表时间: 2023
• 期刊: Global Social Challenges Journal
• 作者: Nwako Z

Ethical research landscapes in fragile and conflict-affected contexts: understanding the challenges

脆弱和受冲突影响背景下的伦理研究前景：理解挑战

• DOI: 10.1177/17470161221094134
• 发表时间: 2022
• 期刊: Research Ethics
• 影响因子: 1.7
• 作者: Shanks K