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Building Cultures of Peace in Rwanda Schools - An inter-disciplinary network of research, policy and practice

在卢旺达学校建设和平文化——研究、政策和实践的跨学科网络

基本信息

批准号：
EP/T00469X/1
负责人：
SYLVESTRE NZAHABWANAYO
金额：
$ 19.35万
依托单位：
University of Rwanda
依托单位国家：
英国
项目类别：
Research Grant
财政年份：
2019
资助国家：
英国
起止时间：
2019 至无数据
项目状态：
已结题

来源：
https://gtr.ukri.org/projects?ref=EP%2FT00469X%2F1
关键词：
Building Cultures Peace Rwanda Schools

项目摘要

The impetus for this research network derives from the premise that children and youth cannot learn the skills and values of peace, in a context of violence. This context includes perspectives often missing from academic research and scholarship on post-genocide education, such as: the 'everyday' physical violence young Rwandans experience in their homes, communities and schools, often in the form of corporal punishment; the symbolic violence and social embarrassment they experience and/or reproduce through various forms of stigma related to poverty, narrowly prescribed gender and sex roles, and ongoing ethnic tensions, stereotypes and divisions; and the structural violence, experienced in schools through educational inequality, constant competition, testing, ranking, and severe consequences for failure; as well as children and young people's sense of experiencing injustices, not being listened to and having unmet emotional and psychological needs.Thus, there is a need to open-up and interrogate our understanding of 'education for prevention'; to look beyond simply the content and methodologies for teaching and learning about identity and citizenship, to the environment or context in which children and young people learn, mature and develop their identities and relationships with others.This calls for an interdisciplinary network of researchers, whose individual work may be focussed on only one aspect of childhood or schooling and from only one disciplinary perspective, to learn from and build upon one another's work, towards producing a holistic framework for defining and evaluating cultures of peace in Rwandan schools. This would include topics such as curriculum and pedagogy, but also positive discipline; pastoral care and child protection; gender; inclusion, the role of the arts and humanities in developing critical thinking skills; the school's engagement with parents and the community; methods for including children and young people's voices in school governance; and extra-curricular learning. Such themes could be looked at from the disciplines of education studies, child and educational psychology, sociology, and leadership and management studies and by researchers who use quantitative, qualitative and mixed methods. While these topics are well-explored in western contexts, the dominant paradigms shaping schooling practices in Rwanda are very different and require the development of new approaches based on local understandings and concepts. For this reason, while the network would include contributions from international scholars, it is to be Rwandan-led; underscoring the need for a network such as this, to enhance local capacity for research and dissemination of knowledge.In facilitating collaboration and knowledge sharing - between researchers in the global north and south; between researchers, practitioners and policy-makers; and between different academic disciplines - the network will strengthen individual and collective capacity to address the education, health and peace and security challenges. The network will address these various themes through five 'working groups', each of which would include researchers from Rwanda, the UK and elsewhere, as well as representatives from ministries and local government, local civil society organisations, international NGOs and any other interested stakeholders. Each of the five groups will focus on one of the following: 1) aspects of child mental health/wellbeing, personal and social development; 2) the use of cultural arts, literature and humanities to foster self-expression, respect and critical thinking; 3) issues of curriculum, pedagogy, assessment and teacher training; 4) aspects of school governance, including engagement with parents and the wider-community, and youth voice; 5) inclusion (including disabilities) and gender.

这一研究网络的推动力来自这样一个前提，即儿童和青年无法在暴力的背景下学习和平的技能和价值观。这一背景包括关于种族灭绝后教育的学术研究和学术研究经常遗漏的观点，例如：卢旺达青年在其家庭、社区和学校经历的“日常”身体暴力，通常以体罚的形式；他们经历和/或复制的象征性暴力和社会尴尬，通过与贫困、严格规定的性别和性别角色以及持续的种族紧张、陈规定型观念和分裂有关的各种形式的污名；以及学校通过教育不平等、不断的竞争、考试、排名和失败的严重后果而经历的结构性暴力；以及儿童和青少年经历不公正、不被倾听和有未得到满足的情感和心理需求的感觉。因此，有必要开放和质问我们对“预防教育”的理解；不仅着眼于教授和学习身份和公民身份的内容和方法，还着眼于儿童和青年学习、成熟和发展他们的身份和与他人的关系的环境或背景。这需要一个跨学科的研究人员网络，其个人工作可能只侧重于童年或学校教育的一个方面，只从一个学科的角度来学习和加强彼此的工作，以便为界定和评估卢旺达学校的和平文化制定一个整体框架。这将包括课程和教学，但也包括积极的纪律；牧民关怀和儿童保护；性别；包容性、艺术和人文学科在培养批判性思维技能方面的作用；学校与家长和社区的接触；将儿童和青年的声音纳入学校管理的方法；以及课外学习。这些主题可以从教育研究、儿童和教育心理学、社会学、领导力和管理研究等学科以及使用定量、定性和混合方法的研究人员进行研究。虽然这些主题在西方背景下得到了很好的探讨，但影响卢旺达学校实践的主要范式是非常不同的，需要根据当地的理解和概念制定新的方法。因此，虽然该网络将包括国际学者的贡献，但它将由卢旺达领导；强调需要这样一个网络，以加强当地研究和传播知识的能力。在促进全球南北研究人员之间、研究人员、从业人员和政策制定者之间以及不同学术学科之间的协作和知识共享方面，该网络将加强个人和集体的能力，以应对教育、卫生、和平与安全方面的挑战。该网络将通过五个“工作组”处理这些不同的主题，每个工作组将包括来自卢旺达、英国和其他地方的研究人员，以及来自各部委和地方政府、当地民间社会组织、国际非政府组织和任何其他感兴趣的利益攸关方的代表。这五个小组中的每一个都将侧重于以下问题之一：1)儿童心理健康/福祉、个人和社会发展方面；2)利用文化艺术、文学和人文知识培养自我表达、尊重和批判性思维；3)课程、教学、评估和教师培训问题；4)学校治理方面，包括与家长和更广泛社区的接触，以及青年的声音；5)包容(包括残疾)和性别。