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JustEd: Education as and for Environmental, Epistemic and Transitional justice to enable Sustainable Development

JustEd：环境正义、认知正义和转型正义的教育，以实现可持续发展

基本信息

批准号：
ES/T004851/1
负责人：
Lizzi Milligan
金额：
$ 181.12万
依托单位：
University of Bath
依托单位国家：
英国
项目类别：
Research Grant
财政年份：
2020
资助国家：
英国
起止时间：
2020 至无数据
项目状态：
已结题

来源：
https://gtr.ukri.org/projects?ref=ES%2FT004851%2F1
关键词：
JustEd Education Environmental Epistemic Transitional

项目摘要

The proposed project aims to understand how secondary school learners' knowledge and experiences of justice act as drivers for the Sustainable Development Goals. Specifically, it examines three types of justice in education and how they relate to learners' intended actions with respect to SDG 13 (climate action) and SDG 16 (peace, justice and strong institutions):- Environmental justice, which seeks to balance human and environmental rights in order that both might exist sustainably, recognising the unfair distribution of the effects of climate change.- Epistemic justice, which values different knowledges and the peoples who hold them, working against the exclusion of multiple ways of understanding the world; and- Transitional justice, which repairs wrongs of the past, acknowledging the importance of responsibility and reconciliation for possibilities of future peacebuilding.By focusing on these forms of justice and the relationships between them, we extend and challenge traditional conceptions of justice in education, which are mainly rooted in social and distributional understandings of justice. The project will focus on both "education for justice" and "education as justice." The first focus requires an examination of how different forms of justice are taught across educational curricula, while the second looks at how social practice in schools and classrooms reflect and embody (or do not) these different forms of justice.Our study is undertaken in secondary schools in three global contexts where these forms of justice are particularly relevant: Western Nepal, Andean Peru and Northern Uganda. These research contexts all have recent experience with conflict, are directly reliant on the natural environment and subsistence agriculture, and are ethnically diverse societies with multiple linguistic communities. The study involves three phases which combine quantitative and qualitative data collection and analysis. The first phase of the project involves qualitative data collection through ethnographic work in schools, including interviews and participative arts-based focus group discussions in which learners draw images that illustrate their experiences with environmental, epistemic and transitional justice. This phase also includes an analysis of education policy documents, curricula, and related documents such as textbooks and examinations. In the second phase of the project, analysis of qualitative data is used to create a questionnaire that is administered to learners on tablet computers. The questionnaire measures learners' curriculum knowledge relating to these forms of justice and SDG 13 and 16; their experiences of justice at school; their attitudes to towards justice expressed through responses to scenarios presented in short videos and images, and their intended actions and behaviours in relation to SDG 13 and 16. It will result in a quantitative dataset with approximately 6,000 responses, which will be analyzed through structural equation modelling. The third phase of the project consists of a synthesis of these two components and the development of an analytical framework to articulate what transitional, epistemic and environmental justice would look like in a secondary education system.While outcomes will be communicated to academic audiences through conference presentations and peer-reviewed publications, the project will achieve a broader impact on educational policy and practice through a series of targeted policy briefs and stakeholder impact events at both the regional and international level. Working with other GCRF-funded projects in the contexts of study, the project will also engage in knowledge exchange to synthesize findings and increase impact.

拟议的项目旨在了解中学生的司法知识和经验如何成为可持续发展目标的驱动力。具体而言，它考察了教育中的三种类型的正义，以及它们如何与学习者在可持续发展目标13（气候行动）和可持续发展目标16（和平，正义和强大的机构）方面的预期行动相关：-环境正义，旨在平衡人权和环境权利，以便两者都可以可持续地存在，认识到气候变化影响的不公平分配。认识正义，重视不同的知识和拥有这些知识的人民，反对排斥理解世界的多种方式;过渡时期司法，弥补过去的错误，承认责任与和解对于未来建设和平的可能性的重要性，通过关注这些形式的司法及其之间的关系，我们扩展和挑战传统的教育公正观念，这些观念主要植根于社会和分配对公正的理解。该项目将侧重于“教育促进正义”和“教育即正义”。“第一个重点是审查不同形式的司法如何在教育课程中教授，第二个重点是学校和教室中的社会实践如何反映和体现（或不反映）这些不同形式的司法，我们的研究是在三个全球背景下的中学进行的，这些背景下的司法形式特别相关：尼泊尔西部、安第斯秘鲁和北方乌干达。这些研究背景都有最近的冲突经验，直接依赖于自然环境和自给农业，是种族多元化的社会与多种语言社区。该研究包括三个阶段，将定量和定性数据收集和分析结合起来，联合收割机。该项目的第一阶段涉及通过学校的人种学工作收集定性数据，包括访谈和基于艺术的参与性焦点小组讨论，学习者在讨论中绘制图像，说明他们在环境、认识和过渡时期正义方面的经验。这一阶段还包括对教育政策文件、课程和教科书和考试等相关文件的分析。在该项目的第二阶段，定性数据的分析被用来创建一个问卷，是管理到平板电脑上的学习者。调查问卷衡量了学习者对这些形式的司法以及可持续发展目标13和16的课程知识;他们在学校的司法经验;他们通过对短视频和图像中呈现的情景的回应所表达的对司法的态度，以及他们与可持续发展目标13和16有关的预期行动和行为。这将产生一个约有6 000份答复的定量数据集，将通过结构方程模型进行分析。该项目的第三阶段包括对这两个组成部分进行综合，并制定一个分析框架，以阐明中等教育系统中的过渡、认识和环境正义是什么样的，虽然成果将通过会议介绍和同行评审的出版物传达给学术界受众，该项目将通过一系列有针对性的政策简报和在区域和国际一级开展的利益攸关方影响活动，对教育政策和做法产生更广泛的影响。该项目还将与全球气候基金资助的其他研究项目合作，进行知识交流，以综合研究结果并扩大影响。