Co-Producing Tolerant Futures through Ancient Identities

根据最初的“现代英国的古代身份”（AI）拨款（AH/N006151/1），这个后续项目将与位于英格兰、苏格兰和威尔士农村和城市地区的八个铁器时代和罗马遗产（IARH）博物馆和遗址合作，支持英国社会的宽容发展。宽容被定义为一个三维概念，包括“接受、尊重和欣赏差异”（Hjerm 2019）。人工智能研究揭示了铁器时代和罗马遗产（IARHs）的双重用途，旨在拒绝差异，并在种族、文化和种族的基础上形成对他人的敌对思想。报告还显示，人们如何经常将正规和非正规教育确定为此类专门使用国际环境卫生指标的参照点。因此，特别值得关注的是，英国各地的正式和自由选择的学习环境经常继续通过两分法和漫画来呈现铁器时代和罗马的过去，例如，通过将军事化和暴力，但文明，流动和多元文化的罗马人与精神，和平，环境可持续和土著，但野蛮和反叛的铁器时代的人进行对比。当我们分享这些人工智能项目的发现时，许多遗产和教育专业人士以及公众人士报告说，项目结果促使他们开始重新思考他们的日常生活和工作实践。因此，出现了两个明确的干预需求：(1)增加公众对被用来推动分裂社会叙事的符号的理解，并提出可能引发态度转变的替代方案；(2)协助文物馆长和教育工作者为当代和后代的儿童创造学习经验，为建设一个宽容的社会做出贡献。后续项目将满足这些需求，并通过追求两种新出现的影响途径，针对两种新的受众，通过古老的身份共同创造宽容的未来。第一种途径包括创作、展示和广泛传播数字艺术作品，以提高公众对过去十年来在公共领域动员iarh的分裂方式的认识，以挑战他们并认识到包容和宽容的机会。在项目的整个生命周期内，这一途径将影响至少15,000名英国成年人（18岁以上）的新观众，包括那些没有参观过IARH博物馆和遗址的人，以及那些参观过的人，并在资助结束后的两年内至少增加30,000人。第二条途径旨在对英格兰、苏格兰和威尔士的7-11岁儿童的新受众产生近期和长期的影响。它包括共同制作和广泛传播数字故事资源，这些资源可以帮助遗产和历史教育者在早期与IARHs进行非二元和细致入微的接触，从而鼓励儿童开放并反思他者性和宽容的主题。该项目的遗产将通过建立一个跨部门的遗产和教育专业人员网络来确保，该网络有能力支持英格兰、苏格兰和威尔士对IAHRs的关键解释的未来发展。这将确保这两个途径在后续资助结束后仍然有效。

Informed by the original 'Ancient Identities in Modern Britain' (AI) grant (AH/N006151/1), this Follow-on project will support the development of tolerance in British society, in partnership with eight Iron Age and Roman Heritage (IARH) museums and sites located in both rural and urban areas of England, Scotland and Wales. Tolerance is defined as a three-dimensional concept entailing 'acceptance of, respect for and appreciation of difference' (Hjerm 2019). AI research exposed binary uses of Iron Age and Roman Heritages (IARHs) aimed at rejecting difference and forging hostile ideas of others framed on the basis of ethnicity, culture and race. It also showed how formal and informal education is frequently identified by people as the reference point for such exclusive uses of IARHs. It is therefore of particular concern that formal and free-choice learning environments across Britain frequently continue to present the Iron Age and Roman past through dichotomies and caricatures, for example by contrasting militarised and violent, but civilising, mobile and multicultural Romans to spiritual, peaceful, environmentally sustainable and indigenous, but barbaric and rebellious Iron Age people. When we shared these findings from the AI project, a number of heritage and education professionals and members of the public reported that the project results had prompted them to begin rethinking their everyday lives and work practices. Consequently, two clear needs for intervention emerged: (1) increasing public understanding of the repertoire of symbols that are leveraged to power divisive social narratives and proposing alternatives that can provoke attitudinal shifts; and (2) aiding heritage curators and educators to create learning experiences for current and future generations of children that contribute to building a tolerant society.The Follow-on project will address these needs and co-produce tolerant futures through ancient identities by pursuing two newly emerged pathways to impact, targeted at two new audiences. The first pathway consists of creating, displaying and widely disseminating a digital artwork to raise public awareness of the divisive ways in which IARHs have been mobilised in the public sphere over the past ten years, in order to challenge them and recognise opportunities for inclusivity and tolerance. During the lifetime of the project, this pathway will have impact on the new audience of at least 15,000 adults (18+) in Britain including those who do not visit IARH museums and sites as well as those who do, and at least 30,000 more in the two years following the end of the grant. The second pathway is aimed at generating impact on the new audience of 7-11 year old children in England, Scotland and Wales, both in the immediate and longer-term future. It consists of co-producing and widely disseminating digital storytelling resources that can help heritage and history educators to enable non-binary and nuanced early engagements with IARHs which encourage children to open up to and reflect on the themes of otherness and tolerance. The project's legacy will be ensured through the creation a cross-sector network of heritage and education professionals with capacity to support the future development of critical interpretations of IAHRs across England, Scotland and Wales. This will ensure that the two pathways live beyond the end of the Follow-on grant.