Decolonising Peace Education In Africa

几个非洲国家已经被几十年的战争、暴力和冲突所破坏。尽管作出了协调一致的建设和平努力，但它们仍难以找到通往和平社会的稳定、持久的途径。和平教育可以在培养预防和减少冲突所需的知识、价值观、技能和态度方面发挥关键作用，但迄今为止效果有限。部分问题在于支撑和平教育的教学方法和课程，这些教育与更广泛的建设和平项目一样，都是以欧洲为中心的自由主义价值观、原则和方法为基础的。也有越来越多的人坚持，甚至是暴力地要求更广泛的非洲课程去殖民化，但这在很大程度上仍停留在批评的层面。在当地社区内产生的新材料和代表他们的知识和价值观，包括和平，尚未纳入教材，以支持受冲突影响最严重的人。这个项目将填补这一空白。它解决了以下问题：支撑和平的不同知识和价值观是什么？如何将这些实践在各国之间联系和比较，以创建非正式和正式、中等和高等教育（HE）的课程内容和交付模式，以实现和平教育的非殖民化？该项目将首次提供基于艺术和人文学科方法的新数据，以了解流离失所和边缘化社区如何理解和平。研究人员、社区工作者和处于冲突中的社区将相互联系，以产生现有知识的最新状态。这些方法通常是对话的，可以以独特的方式揭示长期持有的社区观点。然后将对这些数据进行整理、比较和评价，以便从现有的和平做法及其基本知识和价值中汲取教训。通过14周的教学，教材将被开发并分发给那些因冲突而中断学习的16-35岁的年轻人。和平教材将嵌入当地需要的教材中，确保教学有意义。它将由老师和学生进行评估。这些活动将在尼日利亚、南非、乌干达和津巴布韦的4个概念验证项目中进行，作为Strand 1的一部分。在第二阶段，将开展进一步的项目来加强和扩展这些初步发现。将比较和平的价值观和知识，以确定如何接近和理解它们的相似之处。它们将作为Strand 3的一部分进行合成和评估。和平教育框架将在网络会议上共同协作制定。三个开放教育资源将被托管，以便提供一个可以在未来几年影响和平教育教学的免费资源。该框架还将嵌入高等教育学院的教师培训中，在第一阶段每年至少有12,000名学员，此后再增加8,000名学员。还将向提供非正式学习的社区组织提供培训，以确保我们将项目的好处提供给那些脆弱但难以接触到的人。该项目还寻求将这些学习成果纳入教育政策（如在津巴布韦），以确保主要成果的长期传承。在整个项目中，我们将采用对性别问题敏感的观点- -概念、方法和受益人- -因为妇女和男子受冲突的影响是不同的。该项目将发表至少9篇期刊文章，4篇期刊特刊和一本跨学科编辑的书籍。此外，艺术和人文方法的成果将通过展览、表演和工作坊展示。该项目还将建立一个由研究人员、决策者和社区组织组成的可见网络，这些组织共同努力，为非殖民化的和平教育提供新的有意义的知识、教学法和教材

Several African countries have been marred by decades of war, violence and conflict. Despite concerted peacebuilding efforts they have struggled to find stable, durable pathways to peaceful societies. Peace education can play a critical role in engendering the knowledge, values, skills and attitudes required to prevent and reduce conflict but so far it has had limited effects. Part of the problem lies in the pedagogies and curricula that underpin peace education which, much like the wider peacebuilding project, are grounded in Eurocentric and liberal values, principles and methods. There have also been increasingly insistent, even violent, demands to decolonise the wider African curriculum but this has largely remained at the level of critique. New materials generated within local communities and representative of their knowledges and values, including of peace, are yet to be embedded in teaching materials to support those most affected by conflict. This project will address that gap. It addresses the question: What are the different knowledges and values underpinning peace and how can these practices be connected and compared across countries to create curriculum content and mode of delivery in informal and formal, Secondary and Higher Education (HE), in order to decolonise peace education?The project will, for the first time, provide new data based on Arts and Humanities methodologies on how peace is understood within displaced and marginalised communities. Researchers, community workers and communities in conflict will connect to produce a state of the art of existing knowledge. These methods are often dialogic and can reveal long-held community perspectives in unique ways. This data will then be collated, compared and evaluated so as to draw out lessons of existing peace practices and their underlying knowledges and values. Teaching materials will be developed and delivered through 14 weeks of teaching to young people who have had interrupted study due to conflict and are aged 16-35. The peace materials will be embedded in locally desired teaching materials ensuring that the teaching is meaningful. It will be evaluated by the teachers and students. These activities will be done in 4 Proof of Concept projects in Nigeria, South Africa, Uganda and Zimbabwe as part of Strand 1. In Strand 2 further projects will be undertaken to enhance and expand these initial findings. The values and knowledges of peace will be compared to identify similarities in how they can be approached and understood. They will be synthesised and evaluated as part of Strand 3. A peace education framework will be coproduced collaboratively at a network meeting. Three Open Educational Resources will be hosted in order to provide a freely available that can influence peace education teaching for years to come. The framework will also be embedded in HEI's teacher training with an initial reach of a minimum of 12,000 trainees per year in Strand 1 and a further 8,000 thereafter. Training will also be offered to community-based organisations providing informal learning to ensure that we offer the benefits of the project to those who are vulnerable but hard to reach. The project also seeks to embed these learnings in education policy (as in Zimbabwe) where it will ensure long-term legacy of the key findings. Throughout the project we will adopt a gender-sensitive lens - concepts, methodology and beneficiaries - as women and men are differentially affected by conflict.The project will deliver at least 9 journal articles, 4 co-edited special issues of journals and an interdisciplinary edited book. In addition, the outputs from the arts and humanities methods will be showcased through exhibitions, performances and workshops. The project will also create a visible network of researchers, policy-makers and community organisations that work together to offer new meaningful knowledges, pedagogies and teaching materials for a decolonised peace education