Co-Producing Tolerant Futures through Ancient Identities

在最初的“现代英国的古代身份”(AI)赠款(AH/N006151/1)的启发下，这个后续项目将与八个铁器时代和罗马遗产(IARH)博物馆以及位于英格兰、苏格兰和威尔士农村和城市地区的遗址合作，支持英国社会宽容的发展。容忍度被定义为一个三维概念，需要“接受、尊重和欣赏差异”(HJerm 2019)。人工智能研究揭示了铁器时代和罗马遗产(IARH)的二元使用，旨在拒绝差异，并锻造基于种族、文化和种族的对他人的敌意。它还表明，正规和非正规教育经常被人们确定为这种IARH专有用途的参照点。因此，令人特别关切的是，英国各地正规和自由选择的学习环境经常继续通过二分法和漫画呈现铁器时代和罗马的过去，例如将军事化和暴力但文明、流动和多元文化的罗马人与精神上、和平、环境可持续和土著但野蛮和叛逆的铁器时代人进行对比。当我们分享人工智能项目的这些发现时，一些遗产和教育专业人士和公众反映，该项目的结果促使他们开始重新思考他们的日常生活和工作实践。因此，出现了两个明显的干预需要：(1)增加公众对符号的理解，这些符号被用来推动分裂的社会叙事，并提出可能引发态度转变的替代方案；(2)协助遗产策展人和教育工作者为当代和后代儿童创造学习体验，为建设一个宽容的社会做出贡献。后续项目将满足这些需求，并通过两种新出现的影响途径，针对两个新的受众，通过古老的身份共同创造宽容的未来。第一条途径包括创作、展示和广泛传播数字艺术品，以提高公众对过去十年来在公共领域动员IARH的分裂方式的认识，以挑战它们并认识到包容性和宽容的机会。在该项目的有效期内，这条途径将对英国至少15,000名成年人(18岁以上)的新受众产生影响，其中包括那些没有参观IARH博物馆和遗址的人，以及在赠款结束后的两年内至少还有30,000人。第二条道路的目的是在近期和长期内对英格兰、苏格兰和威尔士的7-11岁儿童的新受众产生影响。它包括共同制作和广泛传播数字讲故事资源，这些资源可以帮助遗产和历史教育工作者与IARH进行非二元和细致入微的早期接触，鼓励儿童敞开心扉，反思他者和宽容的主题。该项目的遗产将通过创建一个由遗产和教育专业人员组成的跨部门网络来确保，该网络有能力支持英格兰、苏格兰和威尔士未来对国际人权机构的批判性解释的发展。这将确保这两条道路在后续赠款结束后继续存在。

Informed by the original 'Ancient Identities in Modern Britain' (AI) grant (AH/N006151/1), this Follow-on project will support the development of tolerance in British society, in partnership with eight Iron Age and Roman Heritage (IARH) museums and sites located in both rural and urban areas of England, Scotland and Wales. Tolerance is defined as a three-dimensional concept entailing 'acceptance of, respect for and appreciation of difference' (Hjerm 2019). AI research exposed binary uses of Iron Age and Roman Heritages (IARHs) aimed at rejecting difference and forging hostile ideas of others framed on the basis of ethnicity, culture and race. It also showed how formal and informal education is frequently identified by people as the reference point for such exclusive uses of IARHs. It is therefore of particular concern that formal and free-choice learning environments across Britain frequently continue to present the Iron Age and Roman past through dichotomies and caricatures, for example by contrasting militarised and violent, but civilising, mobile and multicultural Romans to spiritual, peaceful, environmentally sustainable and indigenous, but barbaric and rebellious Iron Age people. When we shared these findings from the AI project, a number of heritage and education professionals and members of the public reported that the project results had prompted them to begin rethinking their everyday lives and work practices. Consequently, two clear needs for intervention emerged: (1) increasing public understanding of the repertoire of symbols that are leveraged to power divisive social narratives and proposing alternatives that can provoke attitudinal shifts; and (2) aiding heritage curators and educators to create learning experiences for current and future generations of children that contribute to building a tolerant society.The Follow-on project will address these needs and co-produce tolerant futures through ancient identities by pursuing two newly emerged pathways to impact, targeted at two new audiences. The first pathway consists of creating, displaying and widely disseminating a digital artwork to raise public awareness of the divisive ways in which IARHs have been mobilised in the public sphere over the past ten years, in order to challenge them and recognise opportunities for inclusivity and tolerance. During the lifetime of the project, this pathway will have impact on the new audience of at least 15,000 adults (18+) in Britain including those who do not visit IARH museums and sites as well as those who do, and at least 30,000 more in the two years following the end of the grant. The second pathway is aimed at generating impact on the new audience of 7-11 year old children in England, Scotland and Wales, both in the immediate and longer-term future. It consists of co-producing and widely disseminating digital storytelling resources that can help heritage and history educators to enable non-binary and nuanced early engagements with IARHs which encourage children to open up to and reflect on the themes of otherness and tolerance. The project's legacy will be ensured through the creation a cross-sector network of heritage and education professionals with capacity to support the future development of critical interpretations of IAHRs across England, Scotland and Wales. This will ensure that the two pathways live beyond the end of the Follow-on grant.