Remembering Empire: Beyond Victims and Perpetrators (RemEm)

领导奖学金“阿尔及利亚法国定居者的叙述”考察了1830年开始殖民阿尔及利亚的法国人，以及1962年阿尔及利亚独立后以准难民身份逃到法国的法国人。研究发现，他们的经历挑战了传统的殖民行为者作为（有罪的）肇事者或（无辜的）受害者的叙述，并认为他们属于一个更微妙和更广泛的立场，理论上是“牵连主体”（Rothberg 2019）或“灰色地带”旁观者、合作者或受益者的例子。作为殖民主义的受益者，我们今天在英国的许多人都认同这一立场及其对社区间关系的影响。在乔治·弗洛伊德（George Floyd）被谋杀后，在人们呼吁重新评估殖民历史及其遗留问题的呼声中，这些发现获得了意想不到的相关性。年轻人对种族正义的问题尤其开放，该项目提出了一个为期十周的双管齐下的计划，“记住帝国”（RemEm），旨在为苏格兰学生提供方法，以改变他们对殖民历史及其对现在的影响的理解。它使用了阿尔及利亚的法国定居者的故事，并支持他们与苏格兰的历史联系起来，这个国家在历史上被英格兰所掩盖，但也与其他国家的定居和殖民有关。它通过学术方法促进深刻理解，打破了主导公共话语的两极分化、往往是工具化的对过去的看法，从而有助于课程的转型去殖民化。第二个目标是支持苏格兰中学学习法语语言和文化。语言和跨文化能力是培养外向型公民的关键，他们有能力应对种族正义和大规模移民的新挑战，但从2016年到2020年，法语高等考试的参加人数下降了31% (SQA统计2020)，特别是在贫困背景（高SIMD）的学生中。该项目旨在吸引来自高SIMD地区的学生参与法国移民、殖民和帝国的问题，这些问题与贫困的苏格兰移民的故事平行，并建立全球公民所需的语言能力和跨文化技能。它将在两个关键阶段进行干预：14岁，学生准备选择考试科目，17岁，学生准备进入大学。年幼的学生将把学校教授的苏格兰移民故事与法国案例研究联系起来，并通过语言、创造性和表演来回应从阿尔及利亚移民到法国的故事，这些故事通过漫画小说和戏剧从业者和受过专门培训的学生导师领导的戏剧研讨会来呈现，并由巡回展览支持。由于一系列原因（OECD 2021），参加法国高等教育考试的大龄学生在进行所需的独立学习项目时往往面临着不平衡的支持水平，这对他们为大学学习做准备造成了影响。这种干预将通过一个定制的项目来补充教学，该项目使用“法国定居者叙事”项目开发的档案录像和多媒体材料，以及戏剧的文学研究，通过学术分析和讨论，并与实际戏剧研讨会一起交付。该项目还将委托两件新的创意作品：1)为年轻学生设计的法国图画小说；2)当代法国戏剧《Les Pieds tanqu<s:1>》（2012）的英译本，将供年龄较大的学生使用，并改编为公开演出。这些新作品将成为“记忆帝国”免费数字包的一部分，为学校永久访问而开发。将提供三种版本——14岁的法语版本、17岁的法语版本和14-17岁的英语版本——并为教师提供持续专业进修课程。

The Leadership Fellowship, 'Narratives of the French Settlers of Algeria', examined the case of the French who colonised Algeria from 1830 and who fled to France as quasi-refugees when Algeria became independent in 1962. It found that their experiences challenged the conventional narrative of colonial actors as either (guilty) perpetrators or (innocent) victims and argued that they belonged to a more nuanced and widespread position, theorised as an instance of 'implicated subjects' (Rothberg 2019) or 'greyzone' bystanders, collaborators or beneficiaries. That position, with its implications for inter-community relations, is shared by many of us in the UK today, as the beneficiaries of colonialism.The findings acquired an unforeseen relevance following George Floyd's murder, amid calls for a reappraisal of colonial history and its continued legacies. Young people are particularly open to issues of racial justice and the project proposes a two-pronged ten-week programme, 'Remembering Empire' (RemEm), that aims to equip Scottish pupils with methodologies to transform their understanding of the colonial past and its effect on the present. It uses the story of the French settlers of Algeria and supports them to make connections with the history of Scotland, a nation historically overshadowed by England yet also implicated in the settlement and colonisation of other nations. It fosters deep understanding via academic approaches that destabilise the polarised, often instrumentalised, vision of the past that dominates public discourse, and so contributes to a transformational decolonisation of the curriculum.A secondary aim is to support take-up of French language and culture in Scottish secondary schools. Linguistic and intercultural competence is key to developing outward-looking citizens equipped to meet new challenges of racial justice and mass migration but from 2016 to 2020 Higher exam entries in French fell by 31% (SQA Statistics 2020), particularly amongst pupils from deprived backgrounds (high SIMD). The project aims to engage pupils from high SIMD areas with questions of French emigration, colonisation and empire that parallel the stories of impoverished Scottish emigrants, and build the linguistic competence and intercultural skills required for global citizenship. It will intervene at two key stages: age 14, where pupils prepare to make their exam subject choices, and age 17, where pupils prepare for university entrance. Younger pupils will connect the stories of Scottish emigration taught in schools to the French case-study and respond linguistically, creatively and via performance to the story of the settler exodus from Algeria to France, presented through a graphic novel and theatre workshops led by theatre practitioners and specially trained student mentors, supported by a travelling exhibition.For a range of reasons (OECD 2021) older pupils taking French Advanced Higher exams often face uneven levels of support when undertaking the required independent learning project, with consequences in their preparedness for university study. This intervention will complement teaching provision with a bespoke programme using archive footage and multi-media materials developed by the 'Narratives of the French Settlers' project, and literary study of a play, framed by academic analysis and discussion and delivered with practical theatre workshops.The project will also commission two new creative works: 1) a French graphic novel designed for use with younger pupils; and 2) an English translation of a contemporary French play, Les Pieds Tanqués (2012), that will be used with older pupils and adapted for public performance. These new works will be part of a free digital package of 'Remembering Empire', developed for schools to access permanently. Three versions will be available - French-language for age 14, French-language for age 17, and English-language for ages 14-17 - supported by CPD sessions for teachers.