GCRF Development award: Contextualising Peace Education

这个项目以讲故事为方法，在尼日利亚和津巴布韦这两个面临冲突的国家，进一步对日常性别和平的语境敏感的理解。该项目有两个重点：网络和环境和平。网络：首先，我们注重促进民间社会组织（非政府组织、国际非政府组织、研究中心、艺术机构）、当地社区、政府机构和学校（包括高等教育）之间的伙伴关系和知识交流；在地方、国家和国际和平工作者和教育工作者之间以及各国之间确定和平教育的最佳做法。我们将从网络会议和早期参与研讨会开始，以加深我们与每个国家的利益攸关方的接触，并严格审查尼日利亚和津巴布韦目前当地的和平与干预做法。其次，我们将在每个国家举办三个讲故事讲习班，探讨如何理解、创造和继承基于社区的和平实践。这些故事将被用于制作和平教育的教育资源，我们将在全球南方和北方试用。随后，这两个“概念验证”项目将通过网络连接起来，并通过尼日利亚的国际网络会议和津巴布韦的地方会议进行比较，以扩大对当地和平建设的认识，并加强教学材料。我们将通过与利益相关者和社区的访谈来评估网络方法。和平背景化：该项目特别强调了解当地嵌入的和平实践的重要性。这种语境化对于创造学习材料的资源至关重要，这些学习材料可以破坏和平的霸权叙事，并扭转知识从北方向南方的转移。和平有时可以被视为一项以欧洲为中心的工程，其基础知识和和平方法源于西方。然而，和平有地方意义和机制，但在和平教育中被忽视，尽管解决这一空白的要求日益增加。这是一种更广泛的趋势的一部分，即在那里的教学中使用非洲的概念和知识，从而实现教育的非殖民化。但是，没有人试图系统地整理、比较、评价和从这些现有的和平做法中吸取教训，也没有人试图研究如何将这些做法纳入和平教育。同样，从非殖民化的角度调查和平的性别建构的倡议也有限。本项目解决了这两个空白。拟议研究的总体目标是了解：a.在我们的两个案例研究国家-尼日利亚和津巴布韦，和平的不同含义和机制是什么，特别注意在创造日常和平方面的性别差异；b.如何将这些做法在各国之间进行联系和比较，以在高等教育中创造和平教育的内容和交付模式，从而使和平教育非殖民化？在回答这些问题时，我们将使用基于艺术的讲故事方法来挖掘当地嵌入的故事和和平的意义。在我们之前资助的项目的基础上，该网络将提供性别、宗教和种族的交叉分析，通过共同设计和共同制作两个课程计划并在尼日利亚、英国和津巴布韦这三个国家进行试验，探索和平的含义以及如何将其融入高等教育的和平。之后，我们将整理学生的反馈，评估学习材料的有效性，并根据学生的经验进行必要的改进。

This project uses storytelling as method to further a contextually sensitive understandings of everyday gendered peace in two countries facing conflict: Nigeria and Zimbabwe. The project has two foci: networking and contextualising peace. Networking: First, we focus on fostering partnerships and knowledge exchange between civil society organisation (NGOs, INGOs, research centres, arts organisations), local communities, government bodies and schools, including higher education; between local, national and international peace workers and educators and across countries to identify best practice in peace education. We will begin with networking meetings and early engagement workshops to deepen our engagement with stakeholders in each country and critically review the current local peace and intervention practices in Nigeria and Zimbabwe. Secondly, we will carry out three storytelling workshops in each country to explore how community based practices of peace are understood, created and inherited. The stories will be used to produce educational resources for peace education that we will trial in Global South and North. These 2 'proof of concept' projects will, later on, be connected across the network and compared through an international networking meeting in Nigeria and a local meeting in Zimbabwe to broaden knowledge about local peace building and to strengthen teaching materials. We will evaluate the networking methodology through interviews with stakeholders and with the community.Contextualising peace: The project particularly highlights the importance of understanding locally embedded peace practices. This contextualisation is essential to creating resources for learning materials that can disrupt hegemonic narratives of peace and to reverse the knowledge transfer from north to south. Peace can sometimes be seen as a Eurocentric project with the underlying knowledge and methods for peace arising from the West. There are, nevertheless, local meanings and mechanisms for peace but they are overlooked in peace education although demands to address this lacuna are growing. This is part of a wider trend to use African concepts and knowledge in teaching there, and thus to decolonise education. However, there has been no attempt to systematically collate, compare, evaluate and draw out lessons from these existing peace practices or to see how these can be incorporated into peace education. Likewise, there have also been limited initiatives to investigate gendered constructions of peace from a decolonial perspective. This project addresses these two gaps. The overall aim of the proposed research is to understand: a. what are the different meanings and mechanisms attached to peace, with particular attention to gender differences in creating everyday peace in our 2 case study countries - Nigeria and Zimbabwe; b. how can these practices be connected and compared across countries to create peace education content and mode of delivery in Higher Education in order to decolonise peace education? In responding to these questions, we will use the arts-based methods of storytelling to unearth the locally embedded stories and meaning of peace. Building on our previous funded projects, this network will offer an intersectional analysis of gender, religion and ethnicity to explore meanings of peace and how to embed this into peace in Higher Education through co- designing and co-producing two lesson plans and trialing it across the three countries: Nigeria, UK and Zimbabwe. We will later on collate the feedback from the students to assess the effectiveness of learning materials and make necessary improvements based on the experiences of student.