Covid in Cartoons: Empowering a thick narrative of the crisis by promoting cultural literacy and diversity skills amongst vulnerable young people

卡通中的新冠病毒：通过提高弱势年轻人的文化素养和多样性技能，增强对危机的丰富叙述

• 批准号: AH/V015060/1
• 负责人: Fransiska Louwagie
• 金额: $ 37.83万
• 依托单位: University of Leicester
• 依托单位国家: 英国
• 项目类别: Research Grant
• 财政年份: 2021
• 资助国家: 英国
• 起止时间: 2021 至 无数据
• 项目状态: 已结题
• 来源: https://gtr.ukri.org/projects?ref=AH%2FV015060%2F1
• 关键词: Covid; Cartoons; Empowering; thick; narrative

Covid19 poses specific challenges for young people from vulnerable or minority groups, who may feel particularly disempowered by the pandemic (Wilton 2020). In order to restore their sense of agency and belonging, schools will not only need to remedy curriculum and attainment gaps, but also to create an inclusive framework that recognises the differential impact and lived experiences of the crisis, with a view to rebuilding social cohesion. Research shows that engagement with minority narratives is key to ensuring a cohesive processing of traumatic experiences and to avoiding competing memories that might underpin long-term divides and dynamics of victimisation. The project hence aims to foster a 'thick' cultural narrative, including diverse, contextualised views of the crisis and the future. We will do this by promoting processes of meaning-making amongst 15 to 18 year-olds from disadvantaged backgrounds, as this group faces challenging educational transitions. An online minicourse, delivered in collaboration with Shout Out UK, an award-winning educational platform, and Cartooning for Peace, an international network of cartoonists, will use political cartooning on the pandemic to engage participants with representational strategies, varying critical perspectives and humour to build their cultural literacy and diversity skills. By helping them to come to terms with their own as well as other experiences, the project will generate increased criticality, ownership and pathways of resilience.Academic publications will map processes of cultural meaning-making and strategies for an inclusive social response and curriculum. An online anthology and end-of-project film and report will ensure broad dissemination of results.

Covid 19给弱势群体或少数群体的年轻人带来了特殊的挑战，他们可能会因大流行而感到特别无力（Wilton 2020）。为了恢复他们的能动性和归属感，学校不仅需要弥补课程和成绩差距，还需要建立一个包容性框架，承认危机的不同影响和生活经历，以期重建社会凝聚力。研究表明，与少数群体的叙述互动，是确保创伤经历得到连贯处理和避免相互竞争的记忆的关键，因为这种记忆可能会成为长期分裂和重新融合的动力。因此，该项目旨在培养一种“厚”的文化叙事，包括对危机和未来的多样化，背景化的观点。我们将通过促进来自弱势背景的15至18岁青少年的意义创造过程来实现这一目标，因为这一群体面临着具有挑战性的教育过渡。与获奖的教育平台“大声喊出来”联合王国和国际漫画家网络“漫画促进和平”合作开办的在线迷你课程将利用关于这一流行病的政治漫画，使参与者参与代表性战略、不同的批评观点和幽默，以培养他们的文化素养和多样性技能。通过帮助他们接受自己和其他人的经历，该项目将产生更大的批判性、自主性和复原力的途径。学术出版物将绘制文化意义的形成过程和包容性社会反应和课程的战略。在线选集和项目结束影片及报告将确保广泛传播成果。

项目成果

The role of multisystemic resilience in fostering critical agency: UK adolescents during the COVID-19 Pandemic.

• DOI: 10.1007/s12144-023-04578-1
• 发表时间: 2023-04-04
• 期刊: CURRENT PSYCHOLOGY
• 影响因子: 2.8
• 作者: Weidman, Sarah;Levine, Diane T;Louwagie, Fransiska;Blackmore, Kara;Theron, Linda C;Stekel, Dov J
• 通讯作者: Stekel, Dov J