JustEd: Education as and for Environmental, Epistemic and Transitional justice to enable Sustainable Development

拟议的项目旨在了解中学生的正义知识和经验如何推动实现可持续发展目标。具体地说，它审查了教育中的三种正义，以及它们与学习者在SDG 13(气候行动)和SDG 16(和平、正义和强大的机构)方面的预期行动之间的关系：-环境正义，寻求平衡人权和环境权利，以便两者可以可持续地存在，承认气候变化影响的不公平分配。-认知正义，重视不同的知识和持有这些知识的人民，努力反对排除多种理解世界的方式；以及--过渡时期司法，它纠正过去的错误，承认责任与和解对于未来建设和平的可能性的重要性。通过关注这些司法形式以及它们之间的关系，我们扩展并挑战了教育中的传统正义观念，这些观念主要植根于对正义的社会和分配理解。该项目将同时关注“正义教育”和“正义教育”。第一个重点是审查如何在教育课程中教授不同的司法形式，第二个重点是学校和教室中的社会实践如何反映和体现(或不体现)这些不同的司法形式。我们的研究是在三个与这些司法形式特别相关的全球背景下进行的：尼泊尔西部、秘鲁安第斯山脉和乌干达北部。这些研究背景都有最近的冲突经历，直接依赖于自然环境和自给自足的农业，是具有多种语言社区的种族多样化的社会。研究分三个阶段进行，包括定量和定性相结合的数据收集和分析。该项目的第一阶段涉及通过学校的人种学工作收集定性数据，包括访谈和以艺术为基础的参与性焦点小组讨论，在这些讨论中，学习者绘制图像，说明他们在环境、认识和过渡时期司法方面的经历。这一阶段还包括对教育政策文件、课程以及教科书和考试等相关文件的分析。在该项目的第二阶段，将使用定性数据分析来创建一份调查问卷，在平板电脑上向学员进行管理。调查问卷衡量学生对上述司法形式和可持续发展目标13和16的课程知识；他们在学校的司法经验；他们通过对短片和图像中呈现的情景的回应来表达他们对司法的态度，以及他们与可持续发展目标13和16有关的预期行动和行为。它将产生一个约有6,000个回复的量化数据集，将通过结构方程模型进行分析。该项目的第三阶段包括综合这两个组成部分，并制定一个分析框架，阐明过渡、认知和环境正义在中等教育系统中是什么样的。虽然将通过会议发言和同行评议的出版物向学术受众通报结果，但该项目将通过一系列有针对性的政策简报和区域和国际两级的利益攸关方影响活动，对教育政策和实践产生更广泛的影响。该项目还将在研究范围内与全球气候变化框架资助的其他项目合作，进行知识交流，以综合研究结果并提高影响力。

The proposed project aims to understand how secondary school learners' knowledge and experiences of justice act as drivers for the Sustainable Development Goals. Specifically, it examines three types of justice in education and how they relate to learners' intended actions with respect to SDG 13 (climate action) and SDG 16 (peace, justice and strong institutions):- Environmental justice, which seeks to balance human and environmental rights in order that both might exist sustainably, recognising the unfair distribution of the effects of climate change.- Epistemic justice, which values different knowledges and the peoples who hold them, working against the exclusion of multiple ways of understanding the world; and- Transitional justice, which repairs wrongs of the past, acknowledging the importance of responsibility and reconciliation for possibilities of future peacebuilding.By focusing on these forms of justice and the relationships between them, we extend and challenge traditional conceptions of justice in education, which are mainly rooted in social and distributional understandings of justice. The project will focus on both "education for justice" and "education as justice." The first focus requires an examination of how different forms of justice are taught across educational curricula, while the second looks at how social practice in schools and classrooms reflect and embody (or do not) these different forms of justice.Our study is undertaken in secondary schools in three global contexts where these forms of justice are particularly relevant: Western Nepal, Andean Peru and Northern Uganda. These research contexts all have recent experience with conflict, are directly reliant on the natural environment and subsistence agriculture, and are ethnically diverse societies with multiple linguistic communities. The study involves three phases which combine quantitative and qualitative data collection and analysis. The first phase of the project involves qualitative data collection through ethnographic work in schools, including interviews and participative arts-based focus group discussions in which learners draw images that illustrate their experiences with environmental, epistemic and transitional justice. This phase also includes an analysis of education policy documents, curricula, and related documents such as textbooks and examinations. In the second phase of the project, analysis of qualitative data is used to create a questionnaire that is administered to learners on tablet computers. The questionnaire measures learners' curriculum knowledge relating to these forms of justice and SDG 13 and 16; their experiences of justice at school; their attitudes to towards justice expressed through responses to scenarios presented in short videos and images, and their intended actions and behaviours in relation to SDG 13 and 16. It will result in a quantitative dataset with approximately 6,000 responses, which will be analyzed through structural equation modelling. The third phase of the project consists of a synthesis of these two components and the development of an analytical framework to articulate what transitional, epistemic and environmental justice would look like in a secondary education system.While outcomes will be communicated to academic audiences through conference presentations and peer-reviewed publications, the project will achieve a broader impact on educational policy and practice through a series of targeted policy briefs and stakeholder impact events at both the regional and international level. Working with other GCRF-funded projects in the contexts of study, the project will also engage in knowledge exchange to synthesize findings and increase impact.