Exploring the potential for (critical) Global Citizenship Education in the local community foodbank

探索当地社区食品银行（关键）全球公民教育的潜力

• 批准号: 2411623
• 金额: --
• 依托单位: Manchester Metropolitan University
• 依托单位国家: 英国
• 项目类别: Studentship
• 财政年份: 2020
• 资助国家: 英国
• 起止时间: 2020 至 无数据
• 项目状态: 未结题
• 来源: https://gtr.ukri.org/projects?ref=studentship-2411623
• 关键词: Exploring; potential; critical; Global; Citizenship

This project aims to identify opportunities for intercultural and intergenerational learning in a local foodbank in an ethnically diverse community in NW England. The study will contribute to the Education, Childhood and Youth pathway by investigating the nonformal educational potential of a community hub that serves the most disadvantaged members of society.Rationale: Austerity has led to a steep rise in food poverty across Europe, with the UK "responsible for one in five of all severely food insecure people in Europe" (House of Commons 2019:3), equating to 8.4 million people living in households with food insecurity. Charitable foodbank use has consequently risen by 73% over the past 5 years, with 1200 Trussell Trust charity foodbanks distributing over 1.6 million food parcels in 2018-2019, and 800 other charitable foodbanks reaching further populations living in poverty (Trussell Trust 2019). Foodbanks cater for people of diverse ages and ethnicities, and aim to offer a welcoming space, nutritionally balanced food, and guidance on further support. However, whilst foodbanks do provide food, they often lack the resources to realise their broader social and education goals. Furthermore, in an era of increased populism, nationalism and Brexit transition, media discourses reflect neoliberal cultures of blame rather than inequality and injustice, and policy discourses focus on hardship (Tarasuk & Eakin 2003) and lifestyle choices, reflecting ideological myths of 'shirkers and scroungers' (Garthwaite 2011:277).Having worked in foodbanks for a year, I have observed many ways in which they can act as informal, intercultural and intergenerational community learning hubs, where customers of all ages can exchange their stories, cultural practices and languages with volunteers and visitors, including local school children and higher education students, yet this potential is not presently met, and nor has it been researched. I have also witnessed stigmatised and xenophobic views amongst some volunteers and in the wider community towards foodbank users. Other foodbank staff have identified a culture of shame and dependency amongst clients, and an as-yet-unmet need for mutual understanding, and education in life skills education.Research Questions:1. What opportunities for intercultural and intergenerational nonformal learning does the foodbank offer?2. How does the foodbank reinforce or challenge colonial values of monoculturalism and monolingualism?3. In what ways is language used to build and break down barriers amongst and across generations and ethnic groups at the local foodbank?This framing directly informs the UK's commitment to UN Sustainable Development Goal 4, Target 7 ensuring access to quality education for all learners to engage in GCE, sustainable lifestyles and intercultural understanding (United Nations, 2015). The critical (as opposed to 'soft') concept of GCE (Andreotti, 2006) guides learners to question and reflect on their own epistemologies and ontologies of the world, and critically evaluate power dynamics at a local and global level. There is at present a lack of research to inform policy and practice in intergenerational and informal learning in the field of critical GCE. A foodbank - as a place of diversity and a community hub - offers the potential for GCE at local level and SDG4 lifelong learning, further expanding the dynamic learning potential of these spaces.

该项目旨在确定在英格兰西北部一个种族多元化社区的当地食品银行中进行跨文化和代际学习的机会。该研究将通过调查服务于社会最弱势成员的社区中心的非正规教育潜力，为教育、儿童和青年途径做出贡献。理由：紧缩导致整个欧洲的粮食贫困急剧上升，英国“占欧洲严重粮食不安全人口的五分之一”（下议院2019：3），相当于840万人生活在粮食不安全的家庭中。因此，在过去5年中，慈善食品银行的使用量增加了73%，2018-2019年，1200个Trussell Trust慈善食品银行分发了160多万个食品包裹，另有800个慈善食品银行惠及更多贫困人口（Trussell Trust 2019）。食物银行迎合不同年龄和种族的人，旨在提供一个温馨的空间，营养均衡的食物，并指导进一步的支持。然而，虽然食物银行确实提供食物，但它们往往缺乏实现更广泛的社会和教育目标的资源。此外，在民粹主义，民族主义和英国退欧过渡增加的时代，媒体话语反映了指责而不是不平等和不公正的新自由主义文化，政策话语关注困难（Tarasuk & Eakin 2003）和生活方式的选择，反映了“逃避者和乞讨者”的意识形态神话（Garthwaite 2011：277）.在食品银行工作了一年后，我观察到它们可以以许多方式作为非正式的，文化间和代际社区学习中心，所有年龄段的客户都可以与志愿者和游客，包括当地学校儿童和高等教育学生交流他们的故事、文化习俗和语言，但这一潜力目前尚未得到满足，也没有进行研究。我还目睹了一些志愿者和更广泛的社区对食物银行用户的污名化和仇外心理。其他食物银行的工作人员已经确定了客户之间的羞耻和依赖文化，以及尚未满足的相互理解和生活技能教育教育的需求。研究问题：1.粮食银行提供了哪些跨文化和代际非正规学习的机会？2.食物银行如何强化或挑战单一文化和单一语言的殖民价值观？3.在当地食品银行，语言是如何被用来建立和打破代际和种族之间的障碍的？这一框架直接体现了联合王国对联合国可持续发展目标4，具体目标7的承诺，即确保所有学习者获得优质教育，参与GCE，可持续生活方式和跨文化理解（联合国，2015年）。GCE（Andreotti，2006年）的关键（而不是“软”）概念引导学习者质疑和反思自己的认识论和世界本体论，并批判性地评估当地和全球层面的权力动态。目前，在批判性GCE领域，缺乏为代际和非正式学习的政策和实践提供信息的研究。作为一个多元化的地方和社区中心，食品银行为地方一级的GCE和SDG 4终身学习提供了潜力，进一步扩大了这些空间的动态学习潜力。