Building an intercultural pedagogy for higher education in conditions of conflict and protracted crises: Languages, identity, culture

冲突、内战、围困和占领以及其他形式的长期危机导致难民和境内流离失所者，特别是青年被迫移徙，他们随后被边缘化或被排除在正规教育之外。这些情况给中低收入国家的教育带来了挑战。研究人员，教育工作者，教师和（正规）高等教育（HE）的学生如何开发能力和资源，以支持被边缘化和被排除在正规教育之外的年轻人（及其家庭）的学习，或者缺乏就业能力教育的某些方面？他们和当地社区支持团体需要什么资源来促进跨文化交流和教育，跨越这些差异和鸿沟？艺术和人文学科如何通过非正规教育支持文化间对话和理解？如何在这些背景下并为这些背景发展促进对个人的多种语言、多种身份、文化和遗产以及自我表现的认识和理解的跨文化教育学？正规和非正规教育如何才能使青年人成为全球公民：承担责任和参与民间社会，并面对一切形式的不公正采取行动？该研究网络响应澳大利亚人权委员会全球公民框架关于冲突和长期危机背景下教育的突出通知;旨在发展哥伦比亚、加沙和土耳其等中低收入国家当地产生的、针对具体情况的跨文化知识和对全球公民身份的理解。多语言，多/跨学科研究人员（应用语言学，教育，跨文化交流，语言和神学）的网络将发起探索和对话，以发展跨文化教育的概念化和方法-跨文化教育学-和全球公民在这些背景下。该网络由英国的研究人员领导，并得到英国和土耳其的学术顾问以及巴西的研究人员的支持，他们都是语言，跨文化交流和教育以及创意艺术方面的专家。该网络通过合作和跨文化对话，将在研究人员、教师、学生、被边缘化或被排除在正规教育和工作之外的青年（及其家庭）以及社区支持团体中建立能力。他们将共同构建利用艺术和人文（语言、跨文化交流和创造性艺术）的活动，并通过在四个案例研究地点（波哥大、加沙、伊斯坦布尔和达勒姆）举办研讨会来提供这些活动。该研究还将有助于更好地理解研究人员的多语言资源、翻译和跨文化交流在多语言、跨文化研究背景下的作用。正在出现的跨文化教育、跨文化对话和全球公民意识的新概念以及相关的知识体系将有助于在条件相似的中低收入国家发展正规和非正规教育的研究人员和教育工作者。这些活动可在项目网站上查阅，将提供实用的资源。跨文化教育学将有助于教师教育和培训，使教师和社区工作者做好准备（例如，非政府组织和慈善机构）。以多种语言和创造性艺术为基础的教学法-承认个人的多种语言、身份、文化和文化遗产-将有助于教师和社区支助团体在不同群体之间建立文化间对话和理解，并有助于专业教师协会。最后，研究将对制定教育政策（在中低收入国家和北方），以响应教科文组织2030年教育战略（以可持续发展目标4和可持续发展目标4.7为基础）的目标至关重要。

Conditions of conflict, civil war, siege and occupation, and other forms of protracted crises have resulted in the forced migration of refugees and internally displaced people, especially youths, who are then marginalised or excluded from formal education. These conditions created educational challenges in low and middle income countries (LMICs). How can researchers, educators, teachers, and students in (formal) higher education (HE) develop the capabilities and resources to support the learning of youths (and their families) who are marginalised and excluded from formal education, or who lack certain aspects of education for employability? What resources do they and local community support groups need to facilitate intercultural communication and education across these differences and divides? How can the arts and humanities support intercultural dialogue and understanding through non-formal education? How can intercultural pedagogies that promote the awareness and understanding of individuals' multiple languages, multiple identities, their culture and heritage, and self-representations be developed in and for these contexts? How can formal and non-formal education prepare young people to become global citizens: to take responsibility and participate in civil society, and act in the face of all forms of injustice?This research network, responding to the AHRC GCRF highlight notice for education in contexts of conflict and protracted crises; aims to develop locally-generated, context-specific intercultural pedagogies and understandings of global citizenship in the LMICs of Columbia, Gaza, and Turkey. The network of multilingual, multi-/interdisciplinary researchers (in applied linguistics, education, intercultural communication, languages, and theology) will initiate exploration and dialogue to develop conceptualisations and methodologies of intercultural education-intercultural pedagogies-and global citizenship in these contexts. The network is led by researchers in the UK, and supported by academic advisors in the UK and Turkey and a researcher in Brazil, all of whom are experts in languages, intercultural communication and education, and the creative arts. The network-through collaboration and intercultural dialogue-will build capabilities among researchers, teachers, students, youths marginalised or excluded from formal education and work (and their families), and community support groups. Together, they will co-construct activities that draw on arts and humanities (languages, intercultural communication, and the creative arts) and deliver them via workshops in four case-study sites (Bogota, Gaza, Istanbul and Durham). The research will also facilitate improved understanding of the role of researchers' multilingual resources, translation, and intercultural communication in multilingual, intercultural research contexts.The emerging new conceptualisations of intercultural education, intercultural dialogue, and global citizenship, and associated pedagogies will be useful to researchers and educators who are developing formal and non-formal education in LMICs where similar conditions prevail. The activities, available on the project website, will provide a practical resource. The intercultural pedagogies will be useful in teacher education and training in preparing teachers and community workers (e.g., in NGOs and charities). Pedagogies grounded in multiple languages and the creative arts-that recognised individuals' multiple languages, identities, cultures and cultural heritage-will be useful to teachers and community support groups to build intercultural dialogue and understanding across diverse groups of people, and to professional teachers' associations. Finally, the research will be important in shaping educational policy (in both LMICs and the North) that responds to the aims of the UNESCO 2030 education strategy (underpinned by SDG4 and SDG4.7).