Decolonising Peace Education In Africa

几个非洲国家遭受了数十年的战争、暴力和冲突的破坏。尽管作出了协调一致的建设和平努力，但他们仍难以找到通向和平社会的稳定、持久的途径。和平教育可以在培养预防和减少冲突所需的知识、价值观、技能和态度方面发挥关键作用，但迄今收效甚微。部分问题在于作为和平教育基础的教学方法和课程，它与更广泛的建设和平项目一样，植根于以欧洲为中心和自由的价值观、原则和方法。要求将更广泛的非洲课程非殖民化的呼声也越来越强烈，甚至是暴力的，但这在很大程度上仍停留在批评的层面上。在当地社区内产生的、代表其知识和价值观的新材料，包括和平知识，尚未纳入教材，以支持受冲突影响最大的人。这个项目将弥补这一差距。它解决了这样一个问题：和平的不同知识和价值观是什么？如何将这些做法联系起来，并在各国之间进行比较，以创建非正规和正规教育(HE)的课程内容和授课方式，从而使和平教育非殖民化？该项目将首次提供基于艺术和人文方法的新数据，说明流离失所和被边缘化的社区如何理解和平。研究人员、社区工作者和处于冲突中的社区将联系在一起，以产生现有知识的最新水平。这些方法通常是对话的，可以以独特的方式揭示长期持有的社区观点。然后，将对这些数据进行整理、比较和评价，以便从现有的和平做法及其基本知识和价值观中吸取教训。将编写教材，并通过14周的教学向因冲突而中断学习的16至35岁的年轻人提供教材。和平材料将嵌入当地所需的教材中，确保教学有意义。它将由老师和学生进行评估。这些活动将在尼日利亚、南非、乌干达和津巴布韦的4个概念验证项目中进行，作为Strand 1的一部分。在Strand 2中，将开展进一步的项目，以加强和扩大这些初步发现。将对和平的价值观和知识进行比较，以找出如何接近和理解它们的相似之处。它们将作为Strand 3的一部分进行综合和评估。和平教育框架将在一次网络会议上共同编制。将主办三个开放教育资源，以提供可影响未来多年和平教育教学的免费资源。该框架还将纳入高等学校的教师培训，最初每年至少有12,000名学员参加Strand 1的培训，此后再培训8,000名。还将向提供非正式学习的社区组织提供培训，以确保我们将该项目的好处提供给那些脆弱但难以接触到的人。该项目还试图将这些经验教训纳入教育政策(如在津巴布韦)，以确保关键成果的长期遗产。在整个项目中，我们将采用性别敏感的视角--概念、方法和受益者--因为女性和男性受到冲突的影响不同。该项目将提供至少9篇期刊文章、4期共同编辑的期刊特刊和一本跨学科编辑的书籍。此外，艺术和人文方法的成果将通过展览、表演和工作坊展示。该项目还将创建一个由研究人员、政策制定者和社区组织组成的可见网络，共同努力为非殖民化的和平教育提供新的有意义的知识、教学和教材。

Several African countries have been marred by decades of war, violence and conflict. Despite concerted peacebuilding efforts they have struggled to find stable, durable pathways to peaceful societies. Peace education can play a critical role in engendering the knowledge, values, skills and attitudes required to prevent and reduce conflict but so far it has had limited effects. Part of the problem lies in the pedagogies and curricula that underpin peace education which, much like the wider peacebuilding project, are grounded in Eurocentric and liberal values, principles and methods. There have also been increasingly insistent, even violent, demands to decolonise the wider African curriculum but this has largely remained at the level of critique. New materials generated within local communities and representative of their knowledges and values, including of peace, are yet to be embedded in teaching materials to support those most affected by conflict. This project will address that gap. It addresses the question: What are the different knowledges and values underpinning peace and how can these practices be connected and compared across countries to create curriculum content and mode of delivery in informal and formal, Secondary and Higher Education (HE), in order to decolonise peace education?The project will, for the first time, provide new data based on Arts and Humanities methodologies on how peace is understood within displaced and marginalised communities. Researchers, community workers and communities in conflict will connect to produce a state of the art of existing knowledge. These methods are often dialogic and can reveal long-held community perspectives in unique ways. This data will then be collated, compared and evaluated so as to draw out lessons of existing peace practices and their underlying knowledges and values. Teaching materials will be developed and delivered through 14 weeks of teaching to young people who have had interrupted study due to conflict and are aged 16-35. The peace materials will be embedded in locally desired teaching materials ensuring that the teaching is meaningful. It will be evaluated by the teachers and students. These activities will be done in 4 Proof of Concept projects in Nigeria, South Africa, Uganda and Zimbabwe as part of Strand 1. In Strand 2 further projects will be undertaken to enhance and expand these initial findings. The values and knowledges of peace will be compared to identify similarities in how they can be approached and understood. They will be synthesised and evaluated as part of Strand 3. A peace education framework will be coproduced collaboratively at a network meeting. Three Open Educational Resources will be hosted in order to provide a freely available that can influence peace education teaching for years to come. The framework will also be embedded in HEI's teacher training with an initial reach of a minimum of 12,000 trainees per year in Strand 1 and a further 8,000 thereafter. Training will also be offered to community-based organisations providing informal learning to ensure that we offer the benefits of the project to those who are vulnerable but hard to reach. The project also seeks to embed these learnings in education policy (as in Zimbabwe) where it will ensure long-term legacy of the key findings. Throughout the project we will adopt a gender-sensitive lens - concepts, methodology and beneficiaries - as women and men are differentially affected by conflict.The project will deliver at least 9 journal articles, 4 co-edited special issues of journals and an interdisciplinary edited book. In addition, the outputs from the arts and humanities methods will be showcased through exhibitions, performances and workshops. The project will also create a visible network of researchers, policy-makers and community organisations that work together to offer new meaningful knowledges, pedagogies and teaching materials for a decolonised peace education