Ibali: storying new discourses of educational inclusion/exclusion in the UK, Nigeria and South Africa

伊巴里：讲述英国、尼日利亚和南非教育包容/排斥的新话语

基本信息

批准号：
AH/V009117/1
负责人：
Alison Buckler
金额：
$ 64.13万
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：
2022
资助国家：
英国
起止时间：
2022 至无数据
项目状态：
未结题

来源：
https://gtr.ukri.org/projects?ref=AH%2FV009117%2F1
关键词：
Ibali storying new discourses educational

项目摘要

"The story is our escort; without it, we are blind" (Chinua Achebe)UNESCO's 2020 Global Education Report on inclusion states that progress on ensuring all children have a positive and productive education is stagnating. Only 57% of countries have an adequate definition of inclusive education and a quarter of teachers globally feel unprepared for teaching inclusively. At the report's launch UNESCO called for more creatively and sensitively derived data to support the reconceptualisation of education systems to ensure inclusion for all children.We are a collective of researchers from the UK, Nigeria and South Africa. Our proposed study focuses on the under-researched commonalities and differences of how inclusion and exclusion are experienced across education systems. There are three strands: a digital storytelling approach to generate new discourses around inclusion and exclusion in these contexts; a critical, ethnographic evaluation of the storytelling research process to show how storytelling could be better and more ethically used in research and; a storytelling research knowledge exchange Hub.The storytelling element will explore young people's, teachers', teacher educators' and policymakers' perspectives on what it means to be included in or excluded in education. It will adapt an established approach for generating stories through creative workshops to produce 60-72 digital stories which document experiences and perspectives on inclusion/exclusion (at least 20 from each country). The approach incorporates closed and public story screening, analysis and dissemination events hosted with the support of project collaborators (stakeholders in education provision at local and national levels). These events will be designed to support rich and nuanced dialogues around how to reconceptualise education settings and processes to support wider inclusion.A comparative ethnography of the storytelling element will be carried out in parallel by ethnographers from the UK, South Africa and Nigeria. This is important because storytelling research is often presented as a panacea for international development challenges but there are risks involved that relate to who is facilitating the process and how: this can reproduce imbalances of power and knowledge around social issues in African and UK contexts. The ethnographic strand will critically document and analyse through an anti-colonial lens how knowledge about inclusion/exclusion is perceived to surface through the storytelling processes in each context and how power relations are perceived to play out within these processes. This strand will lead to critically conceptualised guides for researchers and practitioners wanting to learn or improve storytelling research techniques (with a particular focus on anti-colonial practices) and for policymakers wanting to use storytelling data to develop programmes and policies.The Hub will be an online, open access site of storytelling research resources, knowledge exchange and innovation. We will invite diverse contributions from researchers, practitioners and activists globally to foster critical dialogue around storytelling research, diversify the knowledge base and enhance access to storytelling resources and debates, especially for academics and practitioners across Africa who do not have institutional access to journals or funds for storytelling research guides and materials.Together, these strands will contribute to addressing issues around young people's inclusion in different contexts, as well as document and analyse how researchers can learn to work with complex, arts-based storytelling approaches in a critical and anti-colonial way. It is directly aligned with the AHRC's aim to bring a deep cultural understanding into the realm of international development: it positions storytelling as both an epistemology and research approach, and as a mode of knowledge generation as well as a form of expression and engagement.

“故事是我们的护航；没有它，我们就是盲目的”（Chinua Achebe）联合国教科文组织关于包容性的 2020 年全球教育报告指出，确保所有儿童获得积极和富有成效的教育的进展停滞不前。只有 57% 的国家对全纳教育有充分的定义，全球四分之一的教师感到没有为全纳教学做好准备。在报告发布时，教科文组织呼吁提供更具创造性和敏感性的数据来支持教育系统的重新概念化，以确保所有儿童的包容性。我们是来自英国、尼日利亚和南非的研究人员的集体。我们提出的研究重点是对跨教育系统如何经历包容和排斥的共性和差异进行了充分研究。共有三个分支：数字讲故事的方法，围绕这些背景下的包容和排斥产生新的话语；对讲故事研究过程进行批判性的民族志评估，以展示如何在研究中更好、更合乎道德地使用讲故事；讲故事研究知识交流中心。讲故事元素将探讨年轻人、教师、教师教育工作者和政策制定者对于被纳入或排除在教育中意味着什么的观点。它将采用既定的方法通过创意研讨会生成故事，制作 60-72 个数字故事，记录包容/排斥的经验和观点（每个国家至少 20 个）。该方法结合了在项目合作者（地方和国家层面教育提供的利益相关者）支持下举办的封闭和公开的故事筛选、分析和传播活动。这些活动旨在支持围绕如何重新概念化教育环境和流程以支持更广泛的包容性开展丰富而细致的对话。来自英国、南非和尼日利亚的民族志学者将同时对讲故事元素进行比较民族志研究。这一点很重要，因为讲故事的研究通常被视为应对国际发展挑战的灵丹妙药，但其中存在与谁在推动这一进程以及如何推动这一进程有关的风险：这可能会在非洲和英国背景下重现围绕社会问题的权力和知识的不平衡。民族志分支将通过反殖民的视角批判性地记录和分析关于包容/排斥的知识如何通过每个背景下的讲故事过程而浮现出来，以及权力关系如何在这些过程中发挥作用。这一线索将为希望学习或改进讲故事研究技术（特别关注反殖民实践）的研究人员和从业者以及希望使用讲故事数据来制定计划和政策的政策制定者提供批判性概念化指南。该中心将是一个在线、开放访问网站，提供讲故事研究资源、知识交流和创新。我们将邀请全球研究人员、从业者和活动家做出不同的贡献，以促进围绕讲故事研究的批判性对话，使知识库多样化，并增加对讲故事资源和辩论的获取，特别是对于非洲各地没有机构访问期刊或基金的学者和从业者而言讲故事的研究指南和材料。这些线索将共同有助于解决年轻人融入不同环境的问题，并记录和分析研究人员如何学习使用复杂的、基于艺术的讲故事方法以批判和反殖民的方式。它与 AHRC 将深刻的文化理解带入国际发展领域的目标直接一致：它将讲故事定位为一种认识论和研究方法，也是一种知识生成模式以及一种表达和参与形式。