El Nino a phenomenon with opportunities: learning history and valuing community assets for an empowering digital curriculum in northern Peru

“一个有机会的现象”扩大了关于厄尔尼诺现象的环境故事的获奖在线教育创新的范围和影响。该倡议于2019年6月试行，作为AHRC项目“沙漠中的渔业和农业？一个了解秘鲁塞丘拉气候变化背景下厄尔尼诺食物系统机会的平台”，以及应对COVID-19对秘鲁面对面教学的限制。正在进行的研究正在探索贫困社区的生计如何在历史上利用ENP降雨和Sechura沙漠中形成的临时泻湖。“一种现象与机会”的目标是塞丘拉省（北方秘鲁）的中学生，该省61.9%的人口生活在贫困中。在这方面，国家已将低教育率确定为社会包容程度低的一个关键方面（MIDIS 2013年）。与秘鲁非政府组织合作伙伴PRISMA、Unidad de Gestión Educativa（[UGEL]：Sechura学校董事会）和一所沙漠中学丹尼尔阿尔西德斯卡里翁教育学院合作，讲故事培训将为115名学生开发在线、数字和研究技能，并扩大这一经验，影响更广泛的Sechura地区154所学校和21 059名学生的课程开发。通过这样做，它解决了人们对COVID-19对全球学习机会不平等影响的迫切关注。将通过在利马举办的讲习班，与主要的国家教育利益攸关方一起反思调查结果和全省的经验，以开展全国对话。通过对厄尔尼诺现象及其历史和生计影响进行自己的代际研究，年轻人将了解气候相关挑战的跨领域经济，文化和社会层面。通过有针对性的在线培训，学生的研究项目将反映沙漠-厄尔尼诺粮食系统及其管理，包括妇女发挥的往往不太明显的作用。通过这种方式，学生们将吸收他们的未来公平弹性的理解，因为他们自己从青少年时期过渡到成年。为了扩大影响并吸引更广泛的公众，PRISMA与当地博物馆和遗产部门建立了新的伙伴关系，将该项目的参与性做法和成果带到学校平台之外。博物馆在服务和促进可持续发展议程方面具有巨大潜力。然而，这种潜力在许多省、非大城市的环境中，如北方秘鲁的干旱地区，仍然没有得到开发。PRISMA与现有的“沙漠中的渔业和农业”项目合作者Sechura市政府的伙伴关系将使与民族博物馆和生态公园的合作成为可能，将学生讲故事与博物馆文物数字化联系起来。通过与皇家地理学会的战略伙伴关系，课程开发也将针对国际受众，生成一个关于厄尔尼诺的双语互动网络资源，由Sechura学生制作的故事和数字图像生动地呈现，针对秘鲁和联合王国的中小学生。该项目与这两种情况下的国家课程要求保持一致，有可能产生一种以平等伙伴关系为基础的国际课程对话的独特模式。在发展论坛上，很少听到省级、边缘和沙漠社区的声音，更不用说在这些社区长大的儿童的声音了。这一影响和参与项目通过使各代人和国际社会了解沙漠-厄尔尼诺生计经验，将提高对当地知识重要性的认识，并有助于将环境和自然政策作为“一种有机会的现象”纳入政策议程。

"A phenomenon with opportunities" expands the reach and enhances the impact of a prize-winning, on-line, educational innovation in environmental storytelling about the El Niño Phenomenon (ENP). This initiative was piloted in June 2019 as part of participatory qualitative data collection for AHRC project "Fishing and Farming in the Desert? A Platform for Understanding el Niño Foods System Opportunities in the Context of Climate Change in Sechura, Peru", and in response to COVID-19 restrictions on face-to-face, in person teaching in Peru. On-going research is exploring how livelihoods in poor communities have historically taken advantage of ENP rains and temporary lagoons that form in the Sechura desert. "A phenomenon with opportunities" targets secondary school students in Sechura province (northern Peru), where 61.9% of the population live in poverty. Here, the state has identified low education rates as a key dimension of poor levels of social inclusion (MIDIS 2013). Working with Peruvian NGO collaborator PRISMA, the Unidad de Gestión Educativa ([UGEL]: Sechura School Board) and a desert secondary school, Instituto Educacional Daniel Alcides Carrión, storytelling training will develop on-line, digital, and research skills for a cohort of 115 students and scale-up this experience to impact curriculum development for 154 schools and 21,059 students in the wider Sechura area. In so doing, it addresses urgent concerns about the unequal impacts of COVID-19 on learning opportunities globally. The findings and province-wide experience will be reflected upon with leading national education stakeholders via a Lima-based workshop to generate national dialogue. By conducting their own inter-generational research about El Niño, its history and livelihoods impacts, young people will learn about the cross-cutting economic, cultural and social dimensions of climate related challenges. Through tailored on-line training, students' research projects will reflect on the desert-El Niño food system and its management, including the often less-visible roles played by women. In this way students will absorb understandings of equitable resilience for their futures, as they themselves transition through their teenage years into adulthood. To widen impact and engage a broader public, new partnerships led by PRISMA with the local museum and heritage sector will take the project's participatory practices and outcomes beyond school platforms. Museums have great potential to serve and catalyse sustainable development agendas. Yet this potential remains untapped in many provincial, non-metropolitan contexts like the arid regions of northern Peru. PRISMAs partnership with the Municipality of Sechura, an existing "Fishing and Farming in the Desert" project collaborator, will enable work with the Ethnographic Museum and Ecological Park, linking students' storytelling with museum artefacts digitisation. These will be curated for public outdoor learning and become focal points for inter-generational sharing and exposition.Through a strategic partnership with the Royal Geographical Society, curriculum development will also target an international audience, generating a bi-lingual interactive web resource on El Niño, animated by storytelling and digital imagery produced by Sechura students and targeted at secondary and primary students in Peru and the UK. Aligned with national curricula requirements in both settings the project has the potential to generate a unique model of international curriculum dialogue grounded in equitable partnerships. The voices of the provincial, marginal, desert communities, and even less the children who grow up in them, are seldom heard in development forums. By bringing desert-El Niño livelihoods experiences to light, across generations and internationally, this impact and engagement project will raise awareness of the importance of local knowledge and help insert ENP into policy agendas as 'a Phenomenon with Opportunities'.