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Remembering Empire: Beyond Victims and Perpetrators (RemEm)

记住帝国：超越受害者和肇事者（RemEm）

基本信息

批准号：
AH/W010291/1
负责人：
Fiona Barclay
金额：
$ 10.28万
依托单位：
University of Stirling
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：
已结题

来源：
https://gtr.ukri.org/projects?ref=AH%2FW010291%2F1
关键词：
Remembering Empire Beyond Victims Perpetrators

项目摘要

The Leadership Fellowship, 'Narratives of the French Settlers of Algeria', examined the case of the French who colonised Algeria from 1830 and who fled to France as quasi-refugees when Algeria became independent in 1962. It found that their experiences challenged the conventional narrative of colonial actors as either (guilty) perpetrators or (innocent) victims and argued that they belonged to a more nuanced and widespread position, theorised as an instance of 'implicated subjects' (Rothberg 2019) or 'greyzone' bystanders, collaborators or beneficiaries. That position, with its implications for inter-community relations, is shared by many of us in the UK today, as the beneficiaries of colonialism.The findings acquired an unforeseen relevance following George Floyd's murder, amid calls for a reappraisal of colonial history and its continued legacies. Young people are particularly open to issues of racial justice and the project proposes a two-pronged ten-week programme, 'Remembering Empire' (RemEm), that aims to equip Scottish pupils with methodologies to transform their understanding of the colonial past and its effect on the present. It uses the story of the French settlers of Algeria and supports them to make connections with the history of Scotland, a nation historically overshadowed by England yet also implicated in the settlement and colonisation of other nations. It fosters deep understanding via academic approaches that destabilise the polarised, often instrumentalised, vision of the past that dominates public discourse, and so contributes to a transformational decolonisation of the curriculum.A secondary aim is to support take-up of French language and culture in Scottish secondary schools. Linguistic and intercultural competence is key to developing outward-looking citizens equipped to meet new challenges of racial justice and mass migration but from 2016 to 2020 Higher exam entries in French fell by 31% (SQA Statistics 2020), particularly amongst pupils from deprived backgrounds (high SIMD). The project aims to engage pupils from high SIMD areas with questions of French emigration, colonisation and empire that parallel the stories of impoverished Scottish emigrants, and build the linguistic competence and intercultural skills required for global citizenship. It will intervene at two key stages: age 14, where pupils prepare to make their exam subject choices, and age 17, where pupils prepare for university entrance. Younger pupils will connect the stories of Scottish emigration taught in schools to the French case-study and respond linguistically, creatively and via performance to the story of the settler exodus from Algeria to France, presented through a graphic novel and theatre workshops led by theatre practitioners and specially trained student mentors, supported by a travelling exhibition.For a range of reasons (OECD 2021) older pupils taking French Advanced Higher exams often face uneven levels of support when undertaking the required independent learning project, with consequences in their preparedness for university study. This intervention will complement teaching provision with a bespoke programme using archive footage and multi-media materials developed by the 'Narratives of the French Settlers' project, and literary study of a play, framed by academic analysis and discussion and delivered with practical theatre workshops.The project will also commission two new creative works: 1) a French graphic novel designed for use with younger pupils; and 2) an English translation of a contemporary French play, Les Pieds Tanqués (2012), that will be used with older pupils and adapted for public performance. These new works will be part of a free digital package of 'Remembering Empire', developed for schools to access permanently. Three versions will be available - French-language for age 14, French-language for age 17, and English-language for ages 14-17 - supported by CPD sessions for teachers.

领导奖学金，“阿尔及利亚的法国定居者的叙述”，研究了法国人谁殖民阿尔及利亚从1830年和谁逃到法国作为准难民时，阿尔及利亚成为独立的情况下，在1962年。它发现，他们的经历挑战了殖民行为者作为（有罪）肇事者或（无辜）受害者的传统叙事，并认为他们属于一个更微妙和广泛的立场，理论上是“牵连主体”（Rothberg 2019）或“灰色地带”旁观者，合作者或受益者的实例。这一立场及其对社区间关系的影响，在今天的英国，作为殖民主义的受益者，我们中的许多人都持有同样的观点。在乔治弗洛伊德被谋杀后，在要求重新评估殖民历史及其持续影响的呼声中，这一发现获得了意想不到的意义。年轻人对种族正义问题特别开放，该项目提出了一个双管齐下的十周方案，“记住帝国”（RemEm），旨在使苏格兰学生掌握改变他们对殖民历史及其对现在影响的理解的方法。它利用阿尔及利亚的法国定居者的故事，并支持他们与苏格兰的历史联系起来，苏格兰在历史上被英格兰所掩盖，但也涉及其他国家的定居和殖民。它通过学术方法促进深入理解，这种方法破坏了主导公共话语的两极分化，往往是工具化的过去愿景，因此有助于苏格兰的转型非殖民化。语言和跨文化能力是培养外向型公民的关键，他们有能力应对种族正义和大规模移民的新挑战，但从2016年到2020年，法国的高等考试报名人数下降了31%（SQA统计数据2020），特别是来自贫困背景的学生（高SIMD）。该项目旨在让来自高SIMD地区的学生参与法国移民，殖民和帝国的问题，这些问题与贫困的苏格兰移民的故事平行，并建立全球公民所需的语言能力和跨文化技能。它将在两个关键阶段进行干预：14岁，学生准备选择考试科目; 17岁，学生准备进入大学。低年级学生将把学校教授的苏格兰移民故事与法国案例研究联系起来，并在语言上、创造性地和通过表演对从阿尔及利亚到法国的定居者流亡故事作出反应，通过一部图画小说和由戏剧从业者和受过专门训练的学生导师领导的戏剧讲习班，由于各种原因，（经合组织2021）参加法国高等教育考试的年长学生在进行所需的独立学习项目时，往往面临不均衡的支持水平，影响了他们的大学学习准备。这一干预措施将通过一个定制方案补充教学，该方案使用"法国定居者的叙述“项目开发的档案录像和多媒体材料，以及一个戏剧的文学研究，通过学术分析和讨论，并与实践戏剧讲习班一起进行。2）当代法国戏剧《Les Pieds Tanqués》（2012年）的英译本，将用于年龄较大的学生，并改编为公开演出。这些新作品将成为免费数字软件包“记住帝国”的一部分，该软件包是为学校开发的，可永久访问。将提供三个版本-14岁的法语、17岁的法语和14-17岁的英语-并由教师持续专业发展课程提供支持。