Critically understanding education for peace and trust: a global network to overcome injustices

教育在助长和解决冲突的棘手方面的潜在作用及其对和平、信任和尊重人权的可能影响已得到广泛承认。然而，教育与建设和平之间仍然存在脱节。这限制了教育建设可持续和平的潜力，使教育对策和政策与更广泛的和平与冲突动态脱节。建设和平和教育的实际参与经常被批评为脱节，主要重点是和平教育举措，这些举措往往忽视结构性不平等，过度关注全球定义的个人态度和行为改变方案（例如Novelli和Smith，2011; Lopes Cardozo和Shah，2016）。该网络认为，需要对以和平为重点的教育干预措施的局限性和机会进行严格的跨学科探索。为了克服教育与和平之间的脱节，教育干预措施应利用一系列学科知识基础，包括了解政治和历史背景、记忆以及和平与冲突研究。为了弥补这一领域目前的知识差距，拟议的网络伙伴红十字与红新月联会、维也纳大学和统一大学制定了一个框架，以促进对和平教育的重要参与。该框架从一系列正在发展理论论点的学科中汲取了现有的经验教训，提出了三个相互依存的障碍或“不公正领域”，这些障碍或“不公正领域”限制了以和平为重点的教育干预措施的成功。这些是：（1）结构性和历史性的不公正，包括殖民主义和帝国主义的历史遗留问题以及当代政治经济中根深蒂固的不平等限制了和平的可能性;（2）认识上的不公正，个人和群体的知识、贡献和领导潜力被低估，变得无关紧要，限制了建设和平教育的创造性和相关方法; 3）新殖民主义的不公正，教育目标因此受到其他议程和利益的限制或破坏，包括安全、反移民和经济利益和议程。冲突或脆弱的环境。该框架将为参与提供基础，要求拉丁美洲和中东的区域和平行为体参与并批评与其自身工作有关的已查明的不公正现象。根据这些反馈意见，将制定一个修订后的框架，并与在线工具（博客、视频、网络研讨会等）一起广泛分享。它反映了世界各地的实践者如何克服、抵制或改变这些不公正现象，从而通过教育建立和平与信任。

The potential role of education in both fueling and tackling the intractable aspects of conflict, and its possible influence over peace, trust and respect for human rights, is widely acknowledged. Yet, there continues to be a disjuncture between education and peacebuilding. This has limited the potential of education to build sustainable peace and disconnected education responses and policies from broader peace and conflict dynamics. Practical engagement of peacebuilding and education is often critiqued for being disjointed, with the primary focus being on Peace Education initiatives that often overlook structural inequities and overly focus on globally defined programmes of individual attitudinal and behavioural change (e.g. Novelli and Smith, 2011; Lopes Cardozo and Shah, 2016). This network posits that rigorous inter-disciplinary exploration of the limitations and opportunities for peace focused education interventions is required. To overcome the disconnect between education and peace, education interventions should draw on a range of disciplinary knowledge bases, including understanding political and historical contexts, memory and peace and conflict studies. To address the current knowledge-gap in this area the proposed network partners IFRC, UoB and UU have developed a framework to facilitate critical engagement with education for peace. Taking existing lessons learned from a range of disciplines that have been developing theoretical arguments, the framework presents three interdependent obstacles or 'areas of injustice' that limit the success of peace focused education interventions. These are: 1) structural and historical injustices, through which historical legacies, including of colonialism and imperialism and entrenched inequalities in contemporary political economies limit possibilities for peace; 2) epistemic injustices, through which individuals' and groups' knowledges, contributions and leadership potentialities are undervalued and made irrelevant, limiting creative and relevant approaches to peacebuilding education; and 3) neo-colonial injustices, through which education goals are limited or undermined by the influence of other agendas and interests, including security, anti-migration and economic interests and agendas.This proposal seeks to build on this collaboration by creating a network of education and peace actors to share learning and experiences across different geographical, cultural, conflict or fragile contexts. The framework will provide a basis for engagement, asking regional peace actors in Latin America and the Middle East to engage with, and critique, the identified injustices in relation to their own work. Drawing on this feedback, a revised framework will be developed and widely shared, alongside online tools (blogs, videos, webinars, etc.) that captures the ways in which practitioners around the world are overcoming, resisting or transforming these injustices and therefore building peace and trust through education.