GCRF Development award: Contextualising Peace Education

GCRF 发展奖：和平教育情境化

基本信息

批准号：
AH/T005459/1
负责人：
Parvati Raghuram
金额：
$ 19.32万
依托单位：
The Open University
依托单位国家：
英国
项目类别：
Research Grant
财政年份：
2019
资助国家：
英国
起止时间：
2019 至无数据
项目状态：
已结题

来源：
https://gtr.ukri.org/projects?ref=AH%2FT005459%2F1
关键词：
GCRF Development award Contextualising Peace

项目摘要

This project uses storytelling as method to further a contextually sensitive understandings of everyday gendered peace in two countries facing conflict: Nigeria and Zimbabwe. The project has two foci: networking and contextualising peace. Networking: First, we focus on fostering partnerships and knowledge exchange between civil society organisation (NGOs, INGOs, research centres, arts organisations), local communities, government bodies and schools, including higher education; between local, national and international peace workers and educators and across countries to identify best practice in peace education. We will begin with networking meetings and early engagement workshops to deepen our engagement with stakeholders in each country and critically review the current local peace and intervention practices in Nigeria and Zimbabwe. Secondly, we will carry out three storytelling workshops in each country to explore how community based practices of peace are understood, created and inherited. The stories will be used to produce educational resources for peace education that we will trial in Global South and North. These 2 'proof of concept' projects will, later on, be connected across the network and compared through an international networking meeting in Nigeria and a local meeting in Zimbabwe to broaden knowledge about local peace building and to strengthen teaching materials. We will evaluate the networking methodology through interviews with stakeholders and with the community.Contextualising peace: The project particularly highlights the importance of understanding locally embedded peace practices. This contextualisation is essential to creating resources for learning materials that can disrupt hegemonic narratives of peace and to reverse the knowledge transfer from north to south. Peace can sometimes be seen as a Eurocentric project with the underlying knowledge and methods for peace arising from the West. There are, nevertheless, local meanings and mechanisms for peace but they are overlooked in peace education although demands to address this lacuna are growing. This is part of a wider trend to use African concepts and knowledge in teaching there, and thus to decolonise education. However, there has been no attempt to systematically collate, compare, evaluate and draw out lessons from these existing peace practices or to see how these can be incorporated into peace education. Likewise, there have also been limited initiatives to investigate gendered constructions of peace from a decolonial perspective. This project addresses these two gaps. The overall aim of the proposed research is to understand: a. what are the different meanings and mechanisms attached to peace, with particular attention to gender differences in creating everyday peace in our 2 case study countries - Nigeria and Zimbabwe; b. how can these practices be connected and compared across countries to create peace education content and mode of delivery in Higher Education in order to decolonise peace education? In responding to these questions, we will use the arts-based methods of storytelling to unearth the locally embedded stories and meaning of peace. Building on our previous funded projects, this network will offer an intersectional analysis of gender, religion and ethnicity to explore meanings of peace and how to embed this into peace in Higher Education through co- designing and co-producing two lesson plans and trialing it across the three countries: Nigeria, UK and Zimbabwe. We will later on collate the feedback from the students to assess the effectiveness of learning materials and make necessary improvements based on the experiences of student.

该项目以讲故事为方法，进一步加深对尼日利亚和津巴布韦这两个面临冲突的国家日常性别和平的理解。该项目有两个重点：网络和和平背景。网络：首先，我们注重促进民间社会组织（非政府组织、国际非政府组织、研究中心、艺术组织）、当地社区、政府机构和学校（包括高等教育）之间的伙伴关系和知识交流；地方、国家和国际和平工作者和教育工作者之间以及各国之间的合作，以确定和平教育的最佳做法。我们将从网络会议和早期参与研讨会开始，加深与每个国家利益相关者的接触，并严格审查尼日利亚和津巴布韦当前的当地和平与干预做法。其次，我们将在每个国家举办三个讲故事研讨会，探讨如何理解、创造和继承基于社区的和平实践。这些故事将用于制作和平教育的教育资源，我们将在全球南方和北方进行试验。这两个“概念验证”项目稍后将通过网络连接，并通过尼日利亚的国际网络会议和津巴布韦的当地会议进行比较，以扩大有关当地和平建设的知识并加强教材。我们将通过与利益相关者和社区的访谈来评估网络方法。将和平置于情境中：该项目特别强调了了解当地和平实践的重要性。这种情境化对于创建学习材料资源至关重要，这些材料可以破坏和平霸权叙事并扭转从北到南的知识转移。和平有时可以被视为一个以欧洲为中心的项目，其和平的基础知识和方法来自西方。尽管如此，和平也有当地的意义和机制，但它们在和平教育中被忽视，尽管解决这一空白的要求越来越高。这是在教学中使用非洲概念和知识，从而实现教育非殖民化的更广泛趋势的一部分。然而，并没有尝试系统地整理、比较、评估和汲取这些现有和平实践的经验教训，或者看看如何将它们纳入和平教育。同样，从非殖民角度调查性别和平建设的举措也很有限。该项目解决了这两个差距。拟议研究的总体目标是了解：和平有哪些不同的含义和机制，特别关注我们的两个案例研究国家——尼日利亚和津巴布韦在创造日常和平方面的性别差异； b.如何将这些做法在各国之间进行联系和比较，以创建高等教育中的和平教育内容和交付方式，从而实现和平教育非殖民化？在回答这些问题时，我们将用基于艺术的讲故事的方法来挖掘当地的故事和和平的意义。在我们之前资助的项目的基础上，该网络将提供对性别、宗教和种族的交叉分析，以探索和平的含义，以及如何通过共同设计和共同制作两个课程计划并在不同国家进行试验，将和平融入高等教育中。三个国家：尼日利亚、英国和津巴布韦。我们稍后会整理学生的反馈，评估学习材料的有效性，并根据学生的经验进行必要的改进。