GCRF Development Award: Education, Justice and Memory Network

拟议中的教育、正义和记忆网络（EdJAM）旨在为实现可持续发展目标4做出贡献，该目标旨在确保包容和公平的优质教育，并为所有人提供终身学习机会。可持续发展目标4的一个关键部分是具体目标4.7，其中具体规定了教育应在所有学习者中培养的各种技能、知识和态度，包括促进和平与非暴力文化的知识和技能。目前关于冲突与和平的教学方法往往不能满足这一挑战。和平教育往往依赖于一般化和普适性的方法，而这种方法对学习者来说是无效的，因为它们无法将过去和现在影响日常生活的不公正或暴力联系起来。正规的历史教育往往是暴力永久化的空间，例如，当它促进排他性的群体身份时；沉默，文化和经历；或者使冲突和不公正合法化。课程往往限制了学生发展对影响他们的冲突和暴力的具体历史、文化、政治和经济根源的认识和理解的机会，更不用说改变这些冲突的技能了。在确实存在对话空间的地方，教师往往缺乏培训、资源和技能来支持对话和困难的对话。现有的研究往往集中在教科书和课程上，这意味着在学校和其他学习者理解过去的地方，有效的教学和学习过程的证据有限。然而，替代方案是存在的。由教师、艺术家、社区教育工作者、博物馆策展人和年轻人自己开创的创造性和创新性实践，提供了引人入胜的方式，将对艰难过去的学习与实现更美好未来的技能和承诺联系起来。EdJAM利用过渡时期司法、记忆研究、历史、遗产研究和女权主义等学科和实践，与柬埔寨、哥伦比亚、巴基斯坦和乌干达从事这项开拓性工作的主要民间社会伙伴合作，扩大、联系和分享这些方法。这一重点使EdJAM能够与可持续发展目标的其他挑战联系起来，特别是可持续发展目标16（公正、和平和包容的社会）和可持续发展目标17（全球伙伴关系），并确保我们重点国家的学习者有机会发展技能和知识，以建设和平文化。我们申请发展奖的理由是支持为EdJAM准备最强有力的第二阶段方案。发展奖：1)回应第一阶段申请的反馈；2)支持在巴基斯坦发展可持续和公平的伙伴关系，并在巴基斯坦试点创新方法，我们在巴基斯坦的现有关系不如柬埔寨、哥伦比亚和乌干达发达；3)为EdJAM内部的保护、风险缓解和管理提供学习和开发过程的机会。

The proposed Education, Justice and Memory Network (EdJAM) comes together in order to contribute towards Sustainable Development Goal 4, which aims to ensure inclusive and equitable quality education and to promote lifelong learning opportunities for all. A crucial part of SDG4 is its target 4.7, which specifies the kinds of skills, knowledge and attitudes that education should develop in all learners and includes knowledge and skills to promote a culture of peace and non-violence.Current approaches to teaching about conflict and peace often fall short of meeting this challenge. Peace education often relies on generalised and universal approaches that fall flat for learners since they do not enable connections to past and present injustice or violence that affect daily lives. Formal history education is often a space where violence is perpetuated, for instance when it promotes exclusive group identities; silences cultures and experiences; or legitimises conflict and injustice. Curricula often limit opportunity for students to develop knowledge and understanding of the specific historical, cultural, political and economic roots of the conflicts and violence that affect them, much less the skills to transform these conflicts. Where spaces do exist, teachers often lack training, resources and skills to support dialogue and difficult conversations. Existing research tends to concentrate on textbooks and curricula, meaning there is limited evidence of effective teaching and learning processes in schools and other spaces where learners apprehend the past.However, alternatives exist. Creative and innovative practices, pioneered by teachers, artists, community educators, museum curators, and young people themselves offer engaging ways to connect learning about difficult pasts with skills and commitment to realising better futures. EdJAM works to amplify, connect and share these approaches, drawing on the disciplines and practices of transitional justice, memory studies, history, heritage studies and feminism and working with leading civil society partners in Cambodia, Colombia, Pakistan and Uganda who are doing this pioneering work. This focus enables EdJAM to connect to other SDG challenges, particularly SDG 16 (just, peaceful and inclusive societies) and SDG 17 (global partnerships) and to ensure that learners in our focus countries have a chance to develop the skills and knowledge to build a culture of peace.Our rationale for applying for a Development Award is to support the preparation of the strongest possible Stage 2 proposal for EdJAM. The Development Award : 1) responds to feedback from the Stage 1 application; 2) supports the development of sustainable and equitable partnerships and piloting innovative approaches in Pakistan, where our existing relationships are less developed than in Cambodia, Colombia and Uganda; and 3) enables opportunities for learning and the development processes for safeguarding and risk mitigation and management within EdJAM.