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Ibali: storying new discourses of educational inclusion/exclusion in the UK, Nigeria and South Africa

伊巴里：讲述英国、尼日利亚和南非教育包容/排斥的新话语

基本信息

批准号：
AH/V009117/1
负责人：
Alison Buckler
金额：
$ 64.13万
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：
2022
资助国家：
英国
起止时间：
2022 至无数据
项目状态：
未结题

来源：
https://gtr.ukri.org/projects?ref=AH%2FV009117%2F1
关键词：
Ibali storying new discourses educational

项目摘要

"The story is our escort; without it, we are blind" (Chinua Achebe)UNESCO's 2020 Global Education Report on inclusion states that progress on ensuring all children have a positive and productive education is stagnating. Only 57% of countries have an adequate definition of inclusive education and a quarter of teachers globally feel unprepared for teaching inclusively. At the report's launch UNESCO called for more creatively and sensitively derived data to support the reconceptualisation of education systems to ensure inclusion for all children.We are a collective of researchers from the UK, Nigeria and South Africa. Our proposed study focuses on the under-researched commonalities and differences of how inclusion and exclusion are experienced across education systems. There are three strands: a digital storytelling approach to generate new discourses around inclusion and exclusion in these contexts; a critical, ethnographic evaluation of the storytelling research process to show how storytelling could be better and more ethically used in research and; a storytelling research knowledge exchange Hub.The storytelling element will explore young people's, teachers', teacher educators' and policymakers' perspectives on what it means to be included in or excluded in education. It will adapt an established approach for generating stories through creative workshops to produce 60-72 digital stories which document experiences and perspectives on inclusion/exclusion (at least 20 from each country). The approach incorporates closed and public story screening, analysis and dissemination events hosted with the support of project collaborators (stakeholders in education provision at local and national levels). These events will be designed to support rich and nuanced dialogues around how to reconceptualise education settings and processes to support wider inclusion.A comparative ethnography of the storytelling element will be carried out in parallel by ethnographers from the UK, South Africa and Nigeria. This is important because storytelling research is often presented as a panacea for international development challenges but there are risks involved that relate to who is facilitating the process and how: this can reproduce imbalances of power and knowledge around social issues in African and UK contexts. The ethnographic strand will critically document and analyse through an anti-colonial lens how knowledge about inclusion/exclusion is perceived to surface through the storytelling processes in each context and how power relations are perceived to play out within these processes. This strand will lead to critically conceptualised guides for researchers and practitioners wanting to learn or improve storytelling research techniques (with a particular focus on anti-colonial practices) and for policymakers wanting to use storytelling data to develop programmes and policies.The Hub will be an online, open access site of storytelling research resources, knowledge exchange and innovation. We will invite diverse contributions from researchers, practitioners and activists globally to foster critical dialogue around storytelling research, diversify the knowledge base and enhance access to storytelling resources and debates, especially for academics and practitioners across Africa who do not have institutional access to journals or funds for storytelling research guides and materials.Together, these strands will contribute to addressing issues around young people's inclusion in different contexts, as well as document and analyse how researchers can learn to work with complex, arts-based storytelling approaches in a critical and anti-colonial way. It is directly aligned with the AHRC's aim to bring a deep cultural understanding into the realm of international development: it positions storytelling as both an epistemology and research approach, and as a mode of knowledge generation as well as a form of expression and engagement.

“故事是我们的护航者;联合国教科文组织2020年关于全纳教育的全球教育报告指出，在确保所有儿童获得积极和富有成效的教育方面，进展停滞不前。只有57%的国家对全纳教育有充分的定义，全球四分之一的教师对全纳教育感到措手不及。在报告发布会上，联合国教科文组织呼吁提供更具创造性和敏感性的数据，以支持教育系统的重新概念化，确保所有儿童的包容性。我们是来自英国、尼日利亚和南非的研究人员的集体。我们提出的研究重点是研究不足的共性和差异的包容性和排斥是如何经历整个教育系统。有三个方面：一个数字讲故事的方法，以产生新的话语周围的包容性和排斥在这些情况下;一个关键的，人种学的评价讲故事的研究过程，以显示如何讲故事可以更好地和更道德地用于研究和;一个讲故事的研究知识交流中心。讲故事的元素将探索年轻人，教师，教师、教育工作者和决策者对被纳入教育或被排除在教育之外意味着什么的看法。它将采用一种既定的方法，通过创意讲习班制作60-72个数字故事，记录关于包容/排斥的经验和观点（每个国家至少20个）。该方法包括在项目合作者（地方和国家一级提供教育的利益攸关方）的支持下举办的非公开和公开的故事筛选、分析和传播活动。这些活动将旨在支持围绕如何重新概念化教育环境和过程以支持更广泛的包容性的丰富而细致的对话。来自英国，南非和尼日利亚的民族志学家将同时进行讲故事元素的比较民族志。这一点很重要，因为讲故事的研究往往被视为应对国际发展挑战的灵丹妙药，但也存在与谁在推动这一进程以及如何推动这一进程有关的风险：这可能会重现非洲和英国背景下围绕社会问题的权力和知识不平衡。民族志链将批判性地记录和分析通过反殖民透镜如何包容/排斥的知识被认为是通过讲故事的过程中表面在每个上下文中，以及如何权力关系被认为发挥出这些过程。这一系列将为希望学习或改进讲故事研究技术的研究人员和从业人员（特别关注反殖民实践）以及希望使用讲故事数据制定方案和政策的政策制定者提供批判性概念化指南。该中心将是一个在线开放访问的讲故事研究资源、知识交流和创新网站。我们将邀请来自全球的研究人员、从业人员和活动家做出各种贡献，以促进围绕讲故事研究的批判性对话，使知识基础多样化，并加强对讲故事资源和辩论的获取，特别是对非洲各地的学者和从业人员，他们无法从机构获得用于讲故事研究指南和材料的期刊或资金。这些线索将有助于解决青年人在不同背景下的包容问题，并记录和分析研究人员如何学习以批判和反殖民的方式使用复杂的、以艺术为基础的讲故事方法。它直接符合澳大利亚人权委员会将深刻的文化理解带入国际发展领域的目标：它将讲故事定位为认识论和研究方法，并作为知识生成的模式以及表达和参与的形式。