The Political Economy of Education Research (PEER) Network

教育政治经济学研究（PEER）网络

• 批准号: AH/T008075/1
• 负责人: Alan Smith
• 金额: $ 247.84万
• 依托单位: University of Ulster
• 依托单位国家: 英国
• 项目类别: Research Grant
• 财政年份: 2020
• 资助国家: 英国
• 起止时间: 2020 至 无数据
• 项目状态: 未结题
• 来源: https://gtr.ukri.org/projects?ref=AH%2FT008075%2F1
• 关键词: Political; Economy; Education; Research; PEER

Almost half of all children who are out of school live in conflict affected countries (at least 27 million children in 24 countries). Children in these countries are twice as likely to die before their fifth birthday and countries with conflict have some of the lowest literacy levels in the world and the largest inequalities between girls and boys, rich and poor. Good quality education can protect children in the midst of violence and provide life-saving messages concerning health and safety, as well as the knowledge, skills and attitudes to survive, recover and rebuild their society after conflict. Yet, education is often given a low priority in situations of conflict.We know that modern conflicts can last more than 20 years and often involve multiple armed groups competing for control of government institutions [such as schools], natural resources and territory. This also means that provision of education can be highly politicised in situations of conflict and this can prevent much needed assistance reaching those who need it most - it is usually the poorest or most marginalised who suffer the worst consequences of violent conflict. Education is usually considered 'a good thing', but we know that in certain circumstances education may actually be 'part of the problem' as well as 'part of the solution'. For example, unequal access to education and distribution of education resources may fuel grievances between groups in society, particularly if they are already in conflict. Exclusion of minority voices from decision-making will cause resentment. Insensitive or politically biased education policies in terms of the language of instruction or content of the curriculum may create mistrust between different ethnic, religious or cultural groups by fuelling stereotypes, xenophobia and other antagonisms. We therefore need to better understand the underlying political, economic and social reasons why education may sometimes aggravate conflict. This is known as Political Economy Analysis (PEA) and is highly relevant to the provision of education in conflict affected countries. However, there are problems with current approaches. There is a reliance on international consultants to undertake 'one-off' assessments that lack sensitivity to local history, politics, culture and knowledge of power-relations that are better conveyed in local languages. There is also a tendency to ignore the impact that international agencies have on national policies and practices, and the different political circumstances that operate in different parts of a country. There is often a reluctance to raise critical questions about education provision because they are too sensitive or may challenge vested interests. These severely limit the potential of analysis to improve the planning and development of socially just education systems.The PEER Network is a three-year initiative led by four universities (Ulster, Cape Town, Nazarbayev and Sussex) aimed at improving the quality of PEA in partnership with academics, policymakers and practitioners in conflict affected countries. By the end of the project we aim to have made an impact by: - Establishing two regional hubs of PEA expertise across conflict affected countries in Central Asia and Sub-Saharan Africa - Bringing together 40 policymakers, practitioners and academics to develop PEA tools, knowledge and expertise - Commissioning at least 20 research studies worth £800,000 to create locally owned knowledge bases - Making all the tools and resources freely available online to students, researchers and practitioners - Supporting a new generation to undertake political economy analysis of education systems in their own contexts - Influencing change in global practice in PEA for the benefit of children and young people in conflict affected countries

几乎一半的失学儿童生活在受冲突影响的国家（24 个国家至少有 2,700 万儿童），这些国家的儿童在五岁生日之前死亡的可能性是其他国家的两倍，而且一些发生冲突的国家的识字率最低。优质教育可以保护遭受暴力的儿童，并提供有关健康和安全以及生存知识、技能和态度的救生信息。 ，在冲突后恢复和重建社会。然而，在冲突局势中，教育往往被忽视。我们知道，现代冲突可能会持续 20 多年，并且常常涉及多个武装团体争夺政府机构（例如学校）、自然资源和领土的控制权。意味着在冲突局势中提供教育可能会高度政治化，这可能会阻碍向最需要的人提供急需的援助——最贫穷或最边缘化的人通常会遭受暴力冲突的最严重后果。好事”，但我们知道在某些情况下教育实际上可能是“问题的一部分”，也是“解决方案的一部分”。例如，教育机会和教育资源分配的不平等可能会加剧社会群体之间的不满，特别是当他们已经陷入冲突时。决策层的声音会引起不满，在教学语言或课程内容方面麻木不仁或带有政治偏见的教育政策可能会助长成见、仇外心理和其他对抗，从而在不同种族、宗教或文化群体之间造成不信任。需要更好地了解教育有时可能加剧冲突的根本政治、经济和社会原因，这被称为政治经济分析（PEA），与受冲突影响国家的教育提供高度相关。但是，当前存在问题。依赖国际顾问进行“一次性”评估，缺乏以当地语言更好地传达的当地历史、政治、文化和权力关系知识。国际机构对国家政策和做法的了解，以及一个国家不同地区的不同政治环境往往不愿提出有关教育提供的关键问题，因为这些问题过于敏感或可能挑战既得利益，这严重限制了分析改善教育规划和发展的潜力。 PEER 网络是由四所大学（阿尔斯特大学、开普敦大学、纳扎尔巴耶夫大学和苏塞克斯大学）主导的为期三年的倡议，旨在与受冲突影响国家的学者、政策制定者和从业者合作提高 PEER 的质量。的结束我们的项目旨在通过以下方式产生影响： - ​​在中亚和撒哈拉以南非洲受冲突影响的国家建立两个 PEA 专业知识区域中心 - 汇集 40 名政策制定者、从业者和学者，开发 PEA 工具、知识和专业知识 -委托至少 20 项价值 80 万英镑的研究来创建当地拥有的知识库 - 向学生、研究人员和从业者免费在线提供所有工具和资源 - 支持新一代对自己的教育系统进行政治经济学分析背景 - 影响全球PEA实践的变化，以造福受冲突影响国家的儿童和青少年

项目成果

Historicising the geopolitics of education and the SDGs: From Western hegemony to a multi-polar world?

教育地缘政治和可持续发展目标的历史化：从西方霸权到多极世界？

• DOI: http://dx.10.1016/j.ijedudev.2023.102925
• 发表时间: 2023
• 期刊: International Journal of Educational Development
• 影响因子: 2.5
• 作者: Novelli M

Education in Emergencies: Mapping the Global Education Research Landscape in the Context of the COVID-19 Crisis

紧急情况下的教育：绘制 COVID-19 危机背景下的全球教育研究格局

• DOI: 10.1177/21582440241233402
• 发表时间: 2024-01-01
• 期刊: SAGE Open
• 影响因子: 2
• 作者: N. Durrani;Vanessa Ozawa
• 通讯作者: Vanessa Ozawa

Ethical Education Research in Fragile and Conflict-Affected Contexts: Understanding the Political Economy of Knowledge Production. PEER Working Paper 4

脆弱和受冲突影响背景下的道德教育研究：理解知识生产的政治经济学。

• 发表时间: 2022
• 作者: Shanks; K
• 通讯作者: K

Ethical research landscapes in fragile and conflict-affected contexts: understanding the challenges

脆弱和受冲突影响背景下的伦理研究前景：理解挑战

• DOI: http://dx.10.1177/17470161221094134
• 发表时间: 2022
• 期刊: Research Ethics
• 影响因子: 1.7
• 作者: Shanks K

Doing harm: the impact of UK's GCRF cuts on research ethics, partnerships and governance

造成伤害：英国 GCRF 削减对研究道德、合作伙伴关系和治理的影响

• DOI: http://dx.10.1332/gjsz3052
• 发表时间: 2023
• 期刊: Global Social Challenges Journal
• 作者: Nwako Z