Education, Justice and Memory Network (EdJAM)

教育、司法和记忆网络联合起来，为实现可持续发展目标4作出贡献，该目标旨在确保包容性和公平的优质教育，并促进所有人的终身学习机会。SDG4的一个关键部分是其目标4.7，其中规定了教育应在所有学习者中培养的技能、知识和态度的种类，并包括促进和平与非暴力文化的知识和技能。和平教育往往依赖于对学习者来说失败的泛化方法，因为它们不能将影响日常生活的过去和现在的不公正或暴力联系起来。正规的历史教育往往是一个暴力永久化的空间，例如，当它促进排外的群体认同；沉默文化和经历；或使冲突和不公正合法化时。课程往往限制学生发展知识和了解影响他们的冲突和暴力的具体历史、文化、政治和经济根源的机会，更不用说转变这些冲突的技能了。在确实存在空间的地方，教师往往缺乏培训、资源和技能来支持对话和困难的对话。现有的研究倾向于集中于教科书和课程，这意味着在学校和其他学习者理解过去的空间中，有效的教和学过程的证据有限。然而，替代方案是存在的。由教师、艺术家、社区教育工作者、博物馆馆长和年轻人自己首创的创造性和创新性做法提供了引人入胜的方式，将学习艰难的过去与技能和实现更美好未来的承诺联系起来。该组织利用过渡时期司法、记忆研究、历史、遗产研究、政治和教育等学科和做法，与柬埔寨、哥伦比亚、巴基斯坦和乌干达的主要民间社会伙伴合作，开展这项开创性工作，努力扩大、联系、发展关于这些方法的证据基础并分享这些做法。这一重点使EdJAM能够与其他可持续发展目标挑战联系起来，特别是SDG 16(公正、和平和包容的社会)和SDG 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。EdJAM将支持柬埔寨、哥伦比亚、巴基斯坦、乌干达和全球南部其他地区的研究人员，以及英国处于职业生涯早期的研究人员，以发展他们的研究能力，分享新知识，并制定未来的研究议程。它将委托进行研究，通过一系列小额赠款来确定和学习有关暴力历史的创造性教学方法，这些方法将产生学术和创造性成果(例如，课程资源、博物馆展示、照片展览、在线材料)。EdJAM还将委托提供大笔赠款，以探索过去教学的创造性方法的成果，开发衡量实现可持续发展目标4.7的进展的新方法。EdJAM的工作将在互动网页上以英语、西班牙语和其他项目语言按要求分享。它还将举办一系列活动，将其工作与柬埔寨、哥伦比亚、巴基斯坦和乌干达的政策制定者、教育工作者、民间社会组织和研究人员联系起来，以确保与国家课程、教师培训和其他重要政策领域建立联系。它将与国际社会广泛分享其工作，特别是那些就如何衡量可持续发展目标4.7以及如何最好地支持实现这一目标的进展作出决定的人。EdJAM是建立在我们整个网络中的伙伴关系工作和协作知识生产的基础上的-我们将分享我们的方法、学习和从这些合作经验中获得的伦理思考。

The Education, Justice and Memory (EdJAM) network 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 approaches that fall flat for learners since they do not enable connections between 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 opportunities 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, develop an evidence base about and share these approaches, drawing on the disciplines and practices of transitional justice, memory studies, history, heritage studies, politics and education 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.EdJAM will support researchers in Cambodia, Colombia, Pakistan, Uganda and elsewhere in the global south, and researchers in the UK who are early in their career to develop their research capacity, to share new knowledge, and to shape future research agendas. It will commission research to identify and learn from creative approaches to teaching about the violent past through a series of small grants that will produce both academic and creative outputs (e.g. curriculum resources, museum displays, photo exhibits, online materials). EdJAM will also commission large grants to explore outcomes of creative approaches to teaching about the past, developing new ways of measuring progress towards SDG target 4.7.EdJAM's work will be shared on an interactive webpage, in English, Spanish and other project languages as demanded. It will also run a series of events to connect its work to policymakers, educators, civil society organisations and researchers in Cambodia, Colombia, Pakistan and Uganda to ensure that connections are made to national curricula, teacher training and other important policy areas. It will share its work widely with the international community, especially those who make decisions about how SDG target 4.7 can be measured and how progress towards it can best be supported. EdJAM is founded on partnership working and collaborative knowledge production across our network - we will share our methodologies, learning and ethical reflections from these experiences of working together.