Mobile Arts for Peace (MAP): Informing the National Curriculum and Youth Policy for Peacebuilding in Kyrgyzstan, Rwanda, Indonesia and Nepal

MAP的目的是为吉尔吉斯斯坦、卢旺达、印度尼西亚和尼泊尔的建设和平使用跨学科艺术实践提供一种比较方法。该方案的总体目标是：第一，影响课程和与校内外青年合作的方法；第二，建立青年与从地方到全球的决策者之间的沟通结构和模式。每个国家都有不同的历史和建设和平的方法，但这四个国家都有利用文化形式进行对话的丰富传统。选择这四个国家将使我们能够探索不同的政治、文化、宗教和语言因素，以及性别和交叉的不平等、环境和将儿童和青年排除在决策过程之外等交叉问题如何塑造和平之路。MAP将在三个核心部分运作：a)项目设计和交付；b)研究;c)以艺术为基础的实践贯穿于三个方面的活动。“第一阶段”将包括范围考察、文献综述、社区绘图以及对成人和儿童/青年促进者进行培训，使他们了解以艺术为基础的对话和研究方法。在第二阶段，将在四个国家各颁发至多3笔5000英镑的小额赠款，用于儿童/青年和成人MAP培训师与公民社会组织一起开发解决当地问题的项目，这些问题可能包括（但不限于）：基于儿童权利的决策；儿童保护与和平建设。在四个国家中，每个国家提供最多2笔29,500英镑的赠款，用于青年与政策组织合作，探索以艺术为基础的交流结构。在四个国家中，每个国家最多4笔10万英镑的大额赠款，用于任何级别的研究人员和合作组织，与中小型赠款获得者一起设计和提供有效的监测、评估和影响交付。另外一笔10万英镑的巨额赠款将在项目的最后两年发放，用于综合研究结果，找出四个国家的相似之处和差异，并考虑可扩展性和可转移性问题，以便在国际层面上为青年政策提供信息。第三部分将包括协调社区对话小组和MAP俱乐部，为政策提供信息，并在综合和传播的同时建立沟通结构。该项目将与文化组织、为青年服务的公民社会组织、冲突与和平建设的公民社会组织、政府机构和部委、高等教育机构、冲突管理和社会心理福利组织合作。通过这种方式，该项目有望在地方、国家和国际层面产生不同的影响。我们将探讨以下问题：1。如何使用不同的艺术形式来共同设计、交付和评估建设和平课程以及与儿童和青年合作解决当地冲突问题的其他方法？2 .如何将文化形式用于儿童和青年、教育工作者和决策者之间的对话，以通过地方和土著方法促进建设和平？如何通过利用艺术促进儿童和青年，特别是来自边缘群体的儿童和青年的福祉，将包括当地治疗做法在内的社会心理支持更好地融入建设和平的方法中？4. 4 .如何将文化形式纳入以儿童和青年为主导的参与性行动研究方法，并使之适应在不同社会、政治和文化背景下设计、实施和执行跨学科项目的目的？如何利用这些文化形式为建设和平方法和课程开发创造替代空间和交流结构，为地方、国家和国际建设和平方法提供信息？

MAP aims to provide a comparative approach on the use of interdisciplinary arts-based practices for peacebuilding in Kyrgyzstan, Rwanda, Indonesia and Nepal. MAP has the overall goals of first, influencing curricula and approaches to working with in- and out-of-school youth and second, creating structures and modes of communication between youth and policymakers from the local to global. Each country has different histories and approaches to peacebuilding, yet all four have a rich tradition of using cultural forms for dialogue. The selection of the four countries will enable us to explore how pathways to peace may be shaped by diverse political, cultural, religious and linguistic factors, as well as the crosscutting issues of gender and intersecting inequalities, environments and the exclusion of children and youth from policymaking processes. MAP will operate across three core components: a) project design and delivery; b) research; and c) arts-based practice that run throughout three strands of activities. Strand One will involve scoping visits, literature reviews, community mapping and training of adult and child/youth facilitators in arts-based methods for dialogue and research. During Strand Two, up to 3 small grants of £5,000 will be awarded in each of the four countries for child/youth and adult MAP trainers to work alongside CSOs to develop projects that address local issues that may incorporate (but are not limited to): child rights-based decision-making; child protection and peacebuilding. Up to 2 grants of £29,500 in each of the four countries for youth to work alongside policy-focused organisations to explore arts-based communication structures. Up to 4 large grants of £100,000 in each of the four countries for researchers of any level and partnering organisations to design and deliver effective monitoring, evaluation and impact delivery alongside the small and mid-size grant awardees. One additional large grant of £100,000 will be awarded in the final two years of the project to synthesize findings, drawing out similarities and divergences across the four countries and to consider questions of scalability and transferability, in order to inform youth policy at an international level. Strand Three will involve the coordination of community-based dialogue groups and MAP Clubs to inform policy and establish communication structures alongside synthesis and dissemination. The project will be working alongside cultural organisations, youth-serving CSOs, conflict and peace building CSOs, government institutions and ministries, higher education institutions, conflict management, and psychosocial wellbeing organisations. In this way, the project promises diverse impact at local, national and international levels. We will explore the following questions:1. How can different art forms be used to co-design, deliver and evaluate peacebuilding curricula and other approaches for working with children and youth to address local conflict issues?2. How might cultural forms be used for dialogue with and between children and youth, educators and policy makers to advance peacebuilding through a local and indigenous approach?3. How might psychosocial support, including local healing practices, be better integrated within peacebuilding approaches by using the arts to promote the wellbeing of children and youth, especially those from marginalised groups? 4. How can cultural forms be incorporated into child- and youth-led participatory action research methodologies and adapted for the purposes of the design, undertaking and delivery of interdisciplinary projects in diverse social, political and cultural contexts?5. How might these cultural forms be used to create alternative spaces and communication structures for peacebuilding approaches and curricula development to inform local, national and international approaches to peacebuilding.