Education, Justice and Memory Network (EdJAM)
Lead Research Organisation:
University of Bristol
Department Name: Education
Abstract
The Education, Justice and Memory (EdJAM) network comes together in order to contribute towards Sustainable Development Goal 4, which aims to ensure inclusive and equitable quality education and to promote lifelong learning opportunities for all. A crucial part of SDG4 is its target 4.7, which specifies the kinds of skills, knowledge and attitudes that education should develop in all learners and includes knowledge and skills to promote a culture of peace and non-violence.
Current approaches to teaching about conflict and peace often fall short of meeting this challenge. Peace education often relies on generalised approaches that fall flat for learners since they do not enable connections between past and present injustice or violence that affect daily lives. Formal history education is often a space where violence is perpetuated, for instance when it promotes exclusive group identities; silences cultures and experiences; or legitimises conflict and injustice. Curricula often limit opportunities for students to develop knowledge and understanding of the specific historical, cultural, political and economic roots of the conflicts and violence that affect them, much less the skills to transform these conflicts. Where spaces do exist, teachers often lack training, resources and skills to support dialogue and difficult conversations. Existing research tends to concentrate on textbooks and curricula, meaning there is limited evidence of effective teaching and learning processes in schools and other spaces where learners apprehend the past.
However, alternatives exist. Creative and innovative practices, pioneered by teachers, artists, community educators, museum curators, and young people themselves offer engaging ways to connect learning about difficult pasts with skills and commitment to realising better futures. EdJAM works to amplify, connect, develop an evidence base about and share these approaches, drawing on the disciplines and practices of transitional justice, memory studies, history, heritage studies, politics and education and working with leading civil society partners in Cambodia, Colombia, Pakistan and Uganda who are doing this pioneering work. This focus enables EdJAM to connect to other SDG challenges, particularly SDG 16 (just, peaceful and inclusive societies) and SDG 17 (global partnerships) and to ensure that learners in our focus countries have a chance to develop the skills and knowledge to build a culture of peace.
EdJAM will support researchers in Cambodia, Colombia, Pakistan, Uganda and elsewhere in the global south, and researchers in the UK who are early in their career to develop their research capacity, to share new knowledge, and to shape future research agendas. It will commission research to identify and learn from creative approaches to teaching about the violent past through a series of small grants that will produce both academic and creative outputs (e.g. curriculum resources, museum displays, photo exhibits, online materials). EdJAM will also commission large grants to explore outcomes of creative approaches to teaching about the past, developing new ways of measuring progress towards SDG target 4.7.
EdJAM's work will be shared on an interactive webpage, in English, Spanish and other project languages as demanded. It will also run a series of events to connect its work to policymakers, educators, civil society organisations and researchers in Cambodia, Colombia, Pakistan and Uganda to ensure that connections are made to national curricula, teacher training and other important policy areas. It will share its work widely with the international community, especially those who make decisions about how SDG target 4.7 can be measured and how progress towards it can best be supported. EdJAM is founded on partnership working and collaborative knowledge production across our network - we will share our methodologies, learning and ethical reflections from these experiences of working together.
Current approaches to teaching about conflict and peace often fall short of meeting this challenge. Peace education often relies on generalised approaches that fall flat for learners since they do not enable connections between past and present injustice or violence that affect daily lives. Formal history education is often a space where violence is perpetuated, for instance when it promotes exclusive group identities; silences cultures and experiences; or legitimises conflict and injustice. Curricula often limit opportunities for students to develop knowledge and understanding of the specific historical, cultural, political and economic roots of the conflicts and violence that affect them, much less the skills to transform these conflicts. Where spaces do exist, teachers often lack training, resources and skills to support dialogue and difficult conversations. Existing research tends to concentrate on textbooks and curricula, meaning there is limited evidence of effective teaching and learning processes in schools and other spaces where learners apprehend the past.
However, alternatives exist. Creative and innovative practices, pioneered by teachers, artists, community educators, museum curators, and young people themselves offer engaging ways to connect learning about difficult pasts with skills and commitment to realising better futures. EdJAM works to amplify, connect, develop an evidence base about and share these approaches, drawing on the disciplines and practices of transitional justice, memory studies, history, heritage studies, politics and education and working with leading civil society partners in Cambodia, Colombia, Pakistan and Uganda who are doing this pioneering work. This focus enables EdJAM to connect to other SDG challenges, particularly SDG 16 (just, peaceful and inclusive societies) and SDG 17 (global partnerships) and to ensure that learners in our focus countries have a chance to develop the skills and knowledge to build a culture of peace.
EdJAM will support researchers in Cambodia, Colombia, Pakistan, Uganda and elsewhere in the global south, and researchers in the UK who are early in their career to develop their research capacity, to share new knowledge, and to shape future research agendas. It will commission research to identify and learn from creative approaches to teaching about the violent past through a series of small grants that will produce both academic and creative outputs (e.g. curriculum resources, museum displays, photo exhibits, online materials). EdJAM will also commission large grants to explore outcomes of creative approaches to teaching about the past, developing new ways of measuring progress towards SDG target 4.7.
EdJAM's work will be shared on an interactive webpage, in English, Spanish and other project languages as demanded. It will also run a series of events to connect its work to policymakers, educators, civil society organisations and researchers in Cambodia, Colombia, Pakistan and Uganda to ensure that connections are made to national curricula, teacher training and other important policy areas. It will share its work widely with the international community, especially those who make decisions about how SDG target 4.7 can be measured and how progress towards it can best be supported. EdJAM is founded on partnership working and collaborative knowledge production across our network - we will share our methodologies, learning and ethical reflections from these experiences of working together.
Planned Impact
EdJAM will have impact for a range of stakeholders:
1) Impact for learners and teachers in Cambodia, Colombia, Pakistan, Uganda and in other LMICs
Working with leading civil society partners in Cambodia, Colombia, Pakistan and Uganda, EdJAM will identify, amplify and research innovative approaches to teaching and learning about the violent past. This will directly benefit approximately 100,000 students and 4,000 teachers across the 4 countries, who will develop knowledge and skills thanks to their participation in proof of concept projects. Strand II research will identify and support innovative approaches in other LMICs, creating opportunities for students and teachers.
2) Impact for our partners in Cambodia, Colombia, Pakistan and Uganda
Our partners will benefit from building their research capacity, networking and amplifying their approaches to teaching and learning about the violent past by: (1) developing and sharing impactful proof of concept work, (2) participating in South-South knowledge exchanges to learn and deepen approaches, and (3) influencing policy change with support to achieve their impact goals.
3) Impact for policymakers in Cambodia, Colombia, Pakistan, Uganda and in other LMICs
Impact events will showcase proof of concept work and the evidence base produced by EdJAM, enabling policymakers to make changes to encourage teaching for a culture of peace. For example, impact activities in Cambodia will enable teacher training around civil society produced materials and will connect innovative teachers with curriculum developers and regional and national policymakers in Colombia (see Pathways to Impact).
4) Impact for researchers from LMICs and UK ECRs
Strand II will fund research led by research based in LMICs and will build opportunities for collaboration for UK ECRs. Small grantees will participate in a digital mentoring scheme led by Co-Is, and in a Summer School with research capacity building sessions. These activities will develop a cohort of researchers with skills, experience, publications, track record and developed research agendas to continue to generate evidence, build theory and stimulate policy change in their countries and their disciplinary fields.
5) Impact for the SDGs and education in emergencies (EiE) international policy communities
Strand III will synthesize learning across the network to showcase new evidence on approaches, indicators and outcomes for achieving SDG target 4.7. This will be launched by partners and network researchers at a high-level event that brings together key international SDG stakeholders. It will also be shared via a series of e-seminars run in collaboration with the INEE and through EdJAM's interactive, multilingual website.
6) Impact for research based in partnership working and collaborative knowledge production
Strand III will co-develop (with partners and researchers) methodologies for assessing the success of and learning from partnership working and collaborative knowledge production that EdJAM has enabled. These methodologies and their findings will be shared in dialogue with other researchers and GCRF funded projects at an event in Bristol.
1) Impact for learners and teachers in Cambodia, Colombia, Pakistan, Uganda and in other LMICs
Working with leading civil society partners in Cambodia, Colombia, Pakistan and Uganda, EdJAM will identify, amplify and research innovative approaches to teaching and learning about the violent past. This will directly benefit approximately 100,000 students and 4,000 teachers across the 4 countries, who will develop knowledge and skills thanks to their participation in proof of concept projects. Strand II research will identify and support innovative approaches in other LMICs, creating opportunities for students and teachers.
2) Impact for our partners in Cambodia, Colombia, Pakistan and Uganda
Our partners will benefit from building their research capacity, networking and amplifying their approaches to teaching and learning about the violent past by: (1) developing and sharing impactful proof of concept work, (2) participating in South-South knowledge exchanges to learn and deepen approaches, and (3) influencing policy change with support to achieve their impact goals.
3) Impact for policymakers in Cambodia, Colombia, Pakistan, Uganda and in other LMICs
Impact events will showcase proof of concept work and the evidence base produced by EdJAM, enabling policymakers to make changes to encourage teaching for a culture of peace. For example, impact activities in Cambodia will enable teacher training around civil society produced materials and will connect innovative teachers with curriculum developers and regional and national policymakers in Colombia (see Pathways to Impact).
4) Impact for researchers from LMICs and UK ECRs
Strand II will fund research led by research based in LMICs and will build opportunities for collaboration for UK ECRs. Small grantees will participate in a digital mentoring scheme led by Co-Is, and in a Summer School with research capacity building sessions. These activities will develop a cohort of researchers with skills, experience, publications, track record and developed research agendas to continue to generate evidence, build theory and stimulate policy change in their countries and their disciplinary fields.
5) Impact for the SDGs and education in emergencies (EiE) international policy communities
Strand III will synthesize learning across the network to showcase new evidence on approaches, indicators and outcomes for achieving SDG target 4.7. This will be launched by partners and network researchers at a high-level event that brings together key international SDG stakeholders. It will also be shared via a series of e-seminars run in collaboration with the INEE and through EdJAM's interactive, multilingual website.
6) Impact for research based in partnership working and collaborative knowledge production
Strand III will co-develop (with partners and researchers) methodologies for assessing the success of and learning from partnership working and collaborative knowledge production that EdJAM has enabled. These methodologies and their findings will be shared in dialogue with other researchers and GCRF funded projects at an event in Bristol.
Organisations
- University of Bristol (Lead Research Organisation)
- Bophana Audiovisual Resource Center (Collaboration)
- Catholic University of Bukavu (Collaboration)
- Royal University of Law and Economics (Collaboration)
- University of Antioquia (Collaboration)
- Lahore University of Management Sciences (Collaboration)
- Engage Pakistan (Collaboration)
- National University of San Martin (Collaboration)
- Fundacion Compartir (Collaboration)
- Uganda Museum (Collaboration)
- University of Cape Town (Collaboration)
- University of the Andes (Collaboration)
- The Truth Commision (Project Partner)
- INEE (Project Partner)
- National Memory, Peace and Documentation (Project Partner)
- Educapaz (Project Partner)
- Bophana Audiovisual Resource Centre (Project Partner)
- Ctr for Memory, Peace and Reconciliation (Project Partner)
- Share Foundation (Project Partner)
Publications
Adebo A
(2022)
Critical Approaches to Heritage for Development
Bermeo J
(2022)
Critical Approaches to Heritage for Development
Manning P
(2024)
Reparative remembering for just futures: History education, multiple perspectives and responsibility
in Futures
Nwako Z
(2023)
Doing harm: the impact of UK's GCRF cuts on research ethics, partnerships and governance
in Global Social Challenges Journal
Parsons K
(2021)
Where was the colonial history in our education
Paulson J
(2020)
Education as site of memory: developing a research agenda
in International Studies in Sociology of Education
Paulson, J
(2021)
Education as site of memory: developing a research agenda
Shanks K
(2022)
Ethical research landscapes in fragile and conflict-affected contexts: understanding the challenges
in Research Ethics
| Title | App-learning on the Khmer Rouge History Cambodia - Video embedded in webpage describing the work of EdJAM partners |
| Description | The video describes the work of EdJAM partners Bophana Centre who have developed an application to educate school students on past violence of the Khmer Rouge History. |
| Type Of Art | Film/Video/Animation |
| Year Produced | 2021 |
| Impact | Potential applicants to the EdJAM call for commissioned research were directed to watch this video to give them an idea of the type of projects EdJAM would be willing to fund. This lead to EdJAM receiving 58 applications for the funding call. |
| URL | https://edjam.network/project/app-learning-on-the-khmer-rouge-history/ |
| Title | EdJAM Funding Opportunities - Networking and Q&A event (in English) |
| Description | Filming of an event at the EdJAM virtual launch giving details about the forthcoming release of funding for commissioned research. A presentation was given by Dr Julia Paulson, EdJAM PI, describing the amount of funding available, the types of projects EdJAM is looking to fund and a brief outline of what the application process would look like (although not fully devised as yet). |
| Type Of Art | Film/Video/Animation |
| Year Produced | 2021 |
| Impact | The filming of this event means that all those unable to come to the actual event are able to re-watch the presentation. Given the time zones the EdJAM project covers (Columbia to Cambodia), having an accessible digital recording is important to ensure inclusivity. |
| Title | EdJAM Funding Opportunities - Networking and Q&A event (in Spanish) |
| Description | Filming of an event at the EdJAM virtual launch giving details about the forthcoming release of funding for commissioned research. A presentation was given by Dr Julia Paulson, EdJAM PI, describing the amount of funding available, the types of projects EdJAM is looking to fund and a brief outline of what the application process would look like (although not fully devised as yet). this session was held in Spanish to encourage potential bids from Latin America. |
| Type Of Art | Film/Video/Animation |
| Year Produced | 2021 |
| Impact | The filming of this event means that all those unable to come to the actual event are able to re-watch the conversation. Given the time zones the EdJAM project covers (Columbia to Cambodia), having an accessible digital recording is important to ensure inclusivity. |
| Title | EdJAM Launch March 2021 - Conversation in Education |
| Description | Film of the the first EdJAM launch event - Conversation in Education - in which Dr. Tania Saeed (Associate Professor of Sociology, Lahore University of Management Sciences and EdJAM Co-I) hosts a conversation with Professors Arathi Sriprakash (Professor of Education at the University of Bristol and EdJAM Advisory Board member) and Keri Facer (Professor of Educational and Social Futures at the University of Bristol and EdJAM Advisory Board member). Chaired by Dr. Julia Paulson (EdJAM PI) |
| Type Of Art | Film/Video/Animation |
| Year Produced | 2021 |
| Impact | The filming of this event means that all those unable to come to the actual event are able to re-watch the conversation. Given the time zones the EdJAM project covers (Columbia to Cambodia), having an accessible digital recording is important to ensure inclusivity. |
| URL | https://youtu.be/ZhhHmhRtEic |
| Title | EdJAM Launch March 2021 - Conversation in Justice |
| Description | Filming of the the first EdJAM launch event - Conversation in Justice - in which Abiti Nelson (Curator at the Uganda National Museum and EdJAM Co-I) hosts a conversation with Professors Ciraj Rassool (Professor of History at the University of the Western Cape and EdJAM Advisory Board Member) and Pablo de Greiff (director of the Transitional Justice Programme and the Prevention Project at New York University).The session was chaired by Francis Nono (Uganda's National Memory and Peace Documentation Centre Manager and EdJAM partner) |
| Type Of Art | Film/Video/Animation |
| Year Produced | 2021 |
| Impact | The filming of this event means that all those unable to come to the actual event are able to re-watch the conversation. Given the time zones the EdJAM project covers (Columbia to Cambodia), having an accessible digital recording is important to ensure inclusivity. |
| URL | https://youtu.be/R2uapOw49_U |
| Title | EdJAM Launch March 2021 - Conversation in Memory (English version) |
| Description | Film of the the third EdJAM launch event - Conversation in Memory - in which Professor Matthew Brown ( Professor of Latin American History at the University of Bristol and Chair of the EdJAM Advisory Board) hosts a conversation on memory with Professors Elizabeth Jelin (Emeritus Professor of Sociology at CONICET (National Council of Scientific Research) and IDES (Economic and Social Development Institute) in Argentina and EdJAM Advisory Board member) and María Emma Wills Obregón (visiting professor at Universidad de los Andes) and Dr Goya Wilson Vasquez (lecturer in the Department of Hispanic, Portuguese and Latin American Studies at the University of Bristol). The session is chaired by Maria-Teresa Pinto Ocampo (Assistant Professor in Research Methods and the Colombian civil war, Universidad Nacional de Colombia Colombia) |
| Type Of Art | Film/Video/Animation |
| Year Produced | 2021 |
| Impact | The filming of this event means that all those unable to come to the actual event are able to re-watch the conversation. Given the time zones the EdJAM project covers (Columbia to Cambodia), having an accessible digital recording is important to ensure inclusivity. |
| URL | https://youtu.be/NuSOjk1OK6Y |
| Title | EdJAM Launch March 2021 - Conversation in Memory (Spanish version) |
| Description | Film of the the third EdJAM launch event - Conversation in Memory - in which Professor Matthew Brown ( Professor of Latin American History at the University of Bristol and Chair of the EdJAM Advisory Board) hosts a conversation on memory with Professors Elizabeth Jelin (Emeritus Professor of Sociology at CONICET (National Council of Scientific Research) and IDES (Economic and Social Development Institute) in Argentina and EdJAM Advisory Board member) and María Emma Wills Obregón (visiting professor at Universidad de los Andes) and Dr Goya Wilson Vasquez (lecturer in the Department of Hispanic, Portuguese and Latin American Studies at the University of Bristol). The session is chaired by Maria-Teresa Pinto Ocampo (Assistant Professor in Research Methods and the Colombian civil war, Universidad Nacional de Colombia Colombia) |
| Type Of Art | Film/Video/Animation |
| Year Produced | 2021 |
| Impact | The filming of this event means that all those unable to come to the actual event are able to re-watch the conversation. Given the time zones the EdJAM project covers (Columbia to Cambodia), having an accessible digital recording is important to ensure inclusivity. |
| URL | https://youtu.be/VUbJTRjtEiA |
| Title | Engage animation: Collaborators of the British Empire |
| Description | A video animation created by Engage Pakistan as a part of their history explainers series. The video has been widely shared on social media. |
| Type Of Art | Film/Video/Animation |
| Year Produced | 2021 |
| Impact | Widely viewed on social media, especially in the Urdu translation in Pakistan. These video will form discussion materials for upcoming EdJAM teacher and student workshops in Cambodia, Pakistan and the UK |
| URL | https://www.youtube.com/watch?app=desktop&v=oPchFlD79gM |
| Title | Engage animation: Collaborators of the British Empire (Urdu translation) |
| Description | A video animation created by Engage Pakistan as a part of their history explainers series. The video has been widely shared on social media. |
| Type Of Art | Film/Video/Animation |
| Year Produced | 2021 |
| Impact | Widely viewed on social media, especially in the Urdu translation in Pakistan. These video will form discussion materials for upcoming EdJAM teacher and student workshops in Cambodia, Pakistan and the UK |
| URL | https://www.youtube.com/watch?v=Nw-zzorBdqc |
| Title | Engage animation: Imperial 'Peace': Jallianwala Bagh 1919 |
| Description | A video animation created by Engage Pakistan as a part of their history explainers series. The video has been widely shared on social media. |
| Type Of Art | Film/Video/Animation |
| Year Produced | 2021 |
| Impact | Widely viewed on social media, especially in the Urdu translation in Pakistan. These video will form discussion materials for upcoming EdJAM teacher and student workshops in Cambodia, Pakistan and the UK |
| URL | https://www.youtube.com/watch?v=puE0b__1kK4&feature=youtu.be |
| Title | Engage animation: Imperial 'Peace': Jallianwala Bagh 1919 (Urdu translation) |
| Description | A video animation created by Engage Pakistan as a part of their history explainers series. The video has been widely shared on social media. |
| Type Of Art | Film/Video/Animation |
| Year Produced | 2021 |
| Impact | Widely viewed on social media, especially in the Urdu translation in Pakistan. These video will form discussion materials for upcoming EdJAM teacher and student workshops in Cambodia, Pakistan and the UK |
| URL | https://www.youtube.com/watch?v=AH54Pbloeyc |
| Title | Engage animation: Upcoming Episode 2 - Collaborators of the British Empire |
| Description | A video animation created by Engage Pakistan as a part of their history explainers series. The video has been widely shared on social media. |
| Type Of Art | Film/Video/Animation |
| Year Produced | 2021 |
| Impact | Widely viewed on social media, especially in the Urdu translation in Pakistan. |
| URL | https://www.youtube.com/watch?v=3o3B6D2H8Zw |
| Title | Engage animation: Was British Colonialism 'Good' for South Asia? |
| Description | A video animation created by Engage Pakistan as a part of their history explainers series. The video has been widely shared on social media. |
| Type Of Art | Film/Video/Animation |
| Year Produced | 2021 |
| Impact | Widely viewed on social media, especially in the Urdu translation in Pakistan. |
| URL | https://www.youtube.com/watch?v=LpC9kPBjJ58 |
| Title | Introduction to the Education, Memory and Justice (EdJAM) Network |
| Description | A short filmed by digital facilitator Ben Pugh that was played at each event for the launch of EdJAM in March 2021. Four EdJAM partners (Tania Saeed, Sameen Ali Moshin, Duong Keo, Francis Nono) and the project PI describe the work that has been done to date, work that will be done and the proposed call for commissioned research as part of the main EdJAM grant |
| Type Of Art | Film/Video/Animation |
| Year Produced | 2021 |
| Impact | By highlighting the projects our EdJAM partners are working on, it clearly emphasises the type of project we are willing to fund under the commissioned research ie we are not solely looking for academic journals etc for outputs but more creative outputs that will increase engagement. |
| URL | https://youtu.be/21olD9Knh14 |
| Title | Launch event illustrations - education, justice and memory |
| Description | Artist Laura Sorvala's capture of the launch event conversations around education, justice and memory which took place in March 2021 |
| Type Of Art | Artwork |
| Year Produced | 2021 |
| Impact | Captures and visually shares the key ideas shared at the EdJAM launch events, enabling sharing on social media in order to build and expand the EdJAM network. |
| URL | https://twitter.com/EdjamNetwork |
| Title | Mobile exhibition in Post conflict Northern Uganda - Video embedded in webpage describing the work of EdJAM partners |
| Description | The video describes the work of EdJAM partners the Uganda National Museum and the National Memory and Peace Documentation Centre (NMPDC) who have developed a mobile exhibition that shares heritage objects from the Museum's collection with communities. |
| Type Of Art | Film/Video/Animation |
| Year Produced | 2021 |
| Impact | Potential applicants to the EdJAM call for commissioned research were directed to watch this video to give them an idea of the type of projects EdJAM would be willing to fund. This lead to EdJAM receiving 58 applications for the funding call. |
| URL | https://edjam.network/project/uganda-national-museum-and-the-national-memory-and-peace-documentation... |
| Title | Pakistan Children's Book Series |
| Description | A collection of illustrated books for children designed by undergraduate students and illustrators to highlight historical and contemporary narratives that are missing from textbooks in Pakistan. Undergraduate students and illustrators were hired to work together to develop each script and illustration. Students engaged in research to produce the narratives that have been illustrated by 6 early-career female artists of Pakistan. The books cover 11 topics that have been translated across 22 booklets into English, Urdu, Sindhi and Balochi. They are designed for children, helping parents and teachers talk about topics related to identity(s), rights and the environment. |
| Type Of Art | Creative Writing |
| Year Produced | 2021 |
| Impact | As well as being available on the EdJAM website,50 to 100 copies of each translated book has been printed and distributed to select educational institutions, NGOs and ministries of education across Pakistan. |
| URL | https://edjam.network/project/edjam-pakistan-childrens-series-beautifully-illustrated-booklets-of-hi... |
| Title | Student Dialogue event: Graphic illustration of conversations |
| Description | This graphic illustration captures the conversations during the Student Dialogue: Teaching & Understanding Violent Colonial Pasts on the 4th May 2021. This online event was not recorded to encourage open dialogue between the students from Pakistan and the UK who attended the event. |
| Type Of Art | Artwork |
| Year Produced | 2021 |
| Impact | This online workshop brings together final year undergraduate and post-graduate students of History, Education, and Political Science from the UK and Pakistan to encourage transnational and cross-cultural reflection on the broad theme of history and colonial violence. A very lively and interesting discussion led many of the audience to rethink their views |
| URL | https://edjam.network/resource/student-dialogue-event-graphic-illustration-of-conversation-during-th... |
| Title | Teacher Dialogue event: Graphic illustration of conversations |
| Description | This graphic illustration captures the conversations between teachers from Cambodia and Pakistan during the Teacher Dialogue: Teaching & Understanding Violent Colonial Pasts on the 29th May 2021. This online event was not recorded to encourage open dialogue between the teachers who attended regarding the challenges of teaching about the violent colonial pasts in Cambodia and Pakistan. |
| Type Of Art | Artwork |
| Year Produced | 2021 |
| Impact | This online workshop brings together high school/higher secondary school teachers from Cambodia and Pakistan to share their experiences of teaching history, and in particular colonial history, and the lessons that can be learnt about the different forms of violence (linked to ethnicity, race, caste, class, religion, gender, sexuality) that exist in postcolonial Cambodia and Pakistan. All agreed that it was a good forum for discussion and all were glad of the opportunity to discuss their shared experiences as there had been no previous experience of doing this. All agreed that being able to continue the discussion in further workshops should be encouraged. |
| URL | https://edjam.network/resource/teacher-dialogue-event-graphic-illustration-of-conversations/ |
| Title | Teaching the recent past in Cúcuta, Colombia - Video embedded in webpage describing the work of EdJAM partners |
| Description | The video describes the work of EdJAM partners Fundación Memoria y Ciudadanía whose project seeks to find ways to understand the armed conflict and build new citizenships through pedagogical experiences that explore the impact of the war in the immediate context. |
| Type Of Art | Film/Video/Animation |
| Year Produced | 2021 |
| Impact | Potential applicants to the EdJAM call for commissioned research were directed to watch this video to give them an idea of the type of projects EdJAM would be willing to fund.This lead to EdJAM receiving 58 applications for the funding call. |
| URL | https://edjam.network/project/teaching-the-recent-past-in-cucuta-colombia/ |
| Description | EdJAM began officially in April 2020, but faced delays due to Covid-19 and home schooling. We held formal launch activities in March 2021, generating a lot of energy and enthusiasm for the project here in Bristol and internationally. The next week we learned of the impact of the UK government's ODA cuts on GCRF funded projects, including EdJAM. We then spent several months trying to understand and mitigate the impact of these cuts on our partnerships and projects. Despite these considerable challenges, EdJAM launched five proof of concept projects (one in each of Cambodia, Colombia, Pakistan, Uganda and UK - the UK project with University of Bristol funding) and held our planned small grants call in summer/autumn 2021. We received a total of 58 applications from around the world. We selected 18 for funding through a peer review and panel process and we are currently contracting these projects, which will begin in March or April 2022. The projects are exception and will be the basis of the main findings from EdJAM. However, emerging key findings from our first phase of proof of concept projects are around education as a site of active memory production about violence and injustice, even when these topics aren't explored explicitly through curriculum, textbooks or teachers' initiatives. Artists, educators and civil society organizations, including partners in EdJAM, are working from this perspective to intervene creatively to work with memory production and reparative pedagogies for more peaceful and just futures. We are excited to support our civil society partners to learn from one another and amplify their work and to commission research to explore and amplify this finding as part of the EdJAM network. |
| Exploitation Route | EdJAM will share creative practices for teaching and learning about violence and injustice, including the creative educational materials produced by partners and commissioned research (e.g. the animations already produced by Engage Pakistan). These will be available for use by other educators, artists, civil society organisations, etc. around the world through the EdJAM website, while also offering inspiring methodologies and pedagogical approaches that may be adapted. We are also working on a number of open access publications, the first of which will be out in 2022. |
| Sectors | Communities and Social Services/Policy,Creative Economy,Digital/Communication/Information Technologies (including Software),Education,Environment,Government, Democracy and Justice,Culture, Heritage, Museums and Collections,Security and Diplomacy |
| URL | https://edjam.network/ |
| Description | EdJAM will share creative practices for teaching and learning about violence and injustice, including the creative educational materials produced by partners and commissioned research (e.g. the animations already produced by Engage Pakistan). These will be available for use by other educators, artists, civil society organisations, etc. around the world through the EdJAM website, while also offering inspiring methodologies and pedagogical approaches that may be adapted. In the latter stages of the project, we will synthesize commissioned research and partner projects thematically, geographically and possibly pedagogically/methodologically and will engage strategically with relevant policy discourses and circles, especially Sustainable Development Goal target 4.7 around building a culture of peace and non-violence and the education in emergencies community represented by the Inter-Agency Network for Education in Emergencies. Our findings have already led to the adoption of new teaching materials in Cambodia (Bophana Audiovisual Resource Centre's app) and Pakistan (children's series books) and to policy change at the Colombian Truth Commission (pedagogy group's strategy). |
| First Year Of Impact | 2021 |
| Sector | Creative Economy,Digital/Communication/Information Technologies (including Software),Education,Government, Democracy and Justice,Culture, Heritage, Museums and Collections |
| Impact Types | Cultural,Societal,Policy & public services |
| Description | Influenced pedagogy strategy of the Colombian truth commission |
| Geographic Reach | National |
| Policy Influence Type | Participation in a guidance/advisory committee |
| Description | AHRC Impact Accelerator |
| Amount | £9,395 (GBP) |
| Organisation | University of Birmingham |
| Sector | Academic/University |
| Country | United Kingdom |
| Start | 03/2023 |
| End | 08/2023 |
| Description | Out of the museum and into the community (OMIC): digitized heritage, widening engagement and inclusive dialogue in Uganda |
| Amount | £60,000 (GBP) |
| Funding ID | AH/W00691X/1 |
| Organisation | Arts & Humanities Research Council (AHRC) |
| Sector | Public |
| Country | United Kingdom |
| Start | 11/2021 |
| End | 06/2023 |
| Description | Univeristy of Bristol QR funding contribution to EdJAM to partially compensate for ODA cut of AHRC funding |
| Amount | £127,631 (GBP) |
| Organisation | United Kingdom Research and Innovation |
| Sector | Public |
| Country | United Kingdom |
| Start | 02/2021 |
| End | 07/2021 |
| Description | University of Bristol Covid support funding - CARGO Classroom Ambassador' group workshops |
| Amount | £54,557 (GBP) |
| Organisation | University of Bristol |
| Sector | Academic/University |
| Country | United Kingdom |
| Start | 07/2021 |
| End | 09/2021 |
| Description | Bhopana Audiovisual Resource Centre |
| Organisation | Bophana Audiovisual Resource Center |
| Country | Cambodia |
| Sector | Charity/Non Profit |
| PI Contribution | Bhopana Audiovisual Resource Centre are an EdJAM civil society partner with whom we have a contract to develop proof of concept work. Bhopana have developed a multi-media app to teach about the Khmer Rouge period, with EdJAM support they will integrate testimony from low level Khmer Rouge members into the app and will work with teachers and teacher training colleges to support the app's use in classrooms. If possible with Covid-19 restrictions, they will participate in the EdJAM study tour to visit other civil society partners developing creative processes to teach and learn about the violent past and to develop their capacity in ways that they define in dialogue with EdJAM partners in other countries. |
| Collaborator Contribution | Bhopana Audiovisual Resource Centre will develop the proof of concept work described above. They will document and share learning from their approach across the EdJAM network. They will support the expansion of the EdJAM network in Colombia specifically and Latin America more widely, including by helping to host workshops around commissioned research opportunities. |
| Impact | The project amplifies the impact of the KR-App - videos have been added and teachers have been trained in its use. They in turn train other teachers who can educate young people throughout schools in Cambodia. |
| Start Year | 2020 |
| Description | Engage Pakistan |
| Organisation | Engage Pakistan |
| Country | Pakistan |
| Sector | Charity/Non Profit |
| PI Contribution | Tania Saeed developed this partnership as one of the key activities of the EDJAM Development Grant. Engage Pakistan will now undertake a pilot project, exploring how film and social media interacts with formal education in learning about contentious, violent moments in Pakistan's past, including colonialism, partition and more recent violence. |
| Collaborator Contribution | Engage Pakistan will undertake the pilot work as part of the EDJAM development grant, highlighting an innovative approach to teaching and learning about the violent past and will join civil society partners in Cambodia, Colombia and Uganda to participate in EDJAM project activities. |
| Impact | TBC |
| Start Year | 2019 |
| Description | Facultad de Enfermería, Universidad de Antioquia, |
| Organisation | University of Antioquia |
| Country | Colombia |
| Sector | Academic/University |
| PI Contribution | Under the EdJAM Funding Call for proposals into creative approaches to teaching and learning about the violent past we awarded 17 grant in January 2022 (contracts were not finalised in time to report previously) and a further 14 extension grants in January 2023 Universidad de Antioquia received the following grant: CFPSG0009 PI Beatriz Elena Arias López (Des)tejiendo miradas: herramientas para una pedagogía de la paz y el diálogo social en Colombia (Un)weaving perspectives: tools for a pedagogy of peace and social dialogue in Colombia £21,679.00 extension funding £12,500.00 |
| Collaborator Contribution | The project will explore EdJAM's working area of Transitional Justice and Memory, seeking to understand the subjective meaning of the transitional processes in Colombia, through the voice of young people, boys and girls from urban settings, based on the creative mediation enabled by the textile narrative. |
| Impact | Output from funded projects will be reported next year as not fully finalised |
| Start Year | 2022 |
| Description | Fundacion Compartir |
| Organisation | Fundacion Compartir |
| Country | Colombia |
| Sector | Charity/Non Profit |
| PI Contribution | Fundacion Compartir are an EdJAM civil society partner with whom we have a contract to develop proof of concept work. Fundacion Compartir will work in collaboration with Fundación Memoria y Ciudadanía and ten schools in Cucuta, Colombia and with the Colombian truth commission to develop educational project rooted in an ethos of truth as a public good. If possible with Covid-19 restrictions, they will participate in the EdJAM study tour to visit other civil society partners developing creative processes to teach and learn about the violent past and to develop their capacity in ways that they define in dialogue with EdJAM partners in other countries. |
| Collaborator Contribution | Fundacion Compartir will develop and lead the work to support the ten schools mentioned above. They will document and share learning from their approach across the EdJAM network. They will support the expansion of the EdJAM network in Colombia specifically and Latin America more widely, including by helping to host workshops around commissioned research opportunities. |
| Impact | The project has produced curricular proposals and classroom material to ensure the sustainability of the project and the application of the methodology in many schools around the country. The results will be widely shared with the national network of teachers. |
| Start Year | 2020 |
| Description | LUMS |
| Organisation | Lahore University of Management Sciences |
| Country | Pakistan |
| Sector | Academic/University |
| PI Contribution | Tania Saeed is a CoInvestigator for EDJAM (both development grant and full project) and leads on the 'teaching history about the violent past' theme. She is an Assistant Professor at LUMS and thanks to her and her role with EDJAM, we have developed a wider, collaborative partnership with LUMS, who will support EDJAM's activities in Pakistan. https://edjam.network/people/tania-saeed/ Under the EdJAM Funding Call for proposals into creative approaches to teaching and learning about the violent past we awarded 17 grant in January 2022 (contracts were not finalised in time to report previously) and a further 14 extension grants in January 2023 LUMS received the following grants: CFPSG0005: PI Dr. Nida Kirmani Memories of Conflict: Healing from Lyari's Violent Past £14,180.70 extension funding £11,044.16 CFPSG0045 PI Dr Ali Raza Embracing Social Identities £21,463.21 extension funding £12,500.00 |
| Collaborator Contribution | LUMS will support EDJAM's work in Pakistan, including leading on the academic related work, including raising awareness about commissioned research opportunities. They have facilitated all of the development award activities in Pakistan and will continue to do so, including coordinating the event that will take place in Pakistan at the end of the award. CFPSG0005: This project, which is a collaboration between Nida Kirmani, a sociologist, and Dostain Ellahi, an independent filmmaker, will utilize documentary film as a means of learning, healing and teaching about Lyari's violent past. This addresses EdJAM's theme of transitional justice and memory. https://edjam.network/project/memories-of-conflict-healing-from-lyaris-violent-past/ CFPSG0045: This project uses multimodal pedagogical resources to explore the gender minorities in Pakistan. Encompassing three main themes: an introduction to the communities through their lens, social history of injustice, and legal history of advancement. The aim of the project is to tell stories of these communities' culture, social integration, and violent history in collaboration with its members in the content creation and delivery. https://edjam.network/project/embracing-social-identities/ |
| Impact | Successful EDJAM Network Plus award. Development of collaboration with Engage Pakistan. Disciplines involved: management, education, feminism, history Output from funded projects will be reported next year as not fully finalised |
| Start Year | 2019 |
| Description | Royal University of Law and Economics |
| Organisation | Royal University of Law and Economics |
| Country | Cambodia |
| Sector | Academic/University |
| PI Contribution | Royal University of Law and Economics are an EdJAM partner with whom we have a contract to develop proof of concept work. Royal University of Law and Economics are working with Bhopana Audiovisual Resource Centre who have developed a multi-media app to teach about the Khmer Rouge period. With EdJAM support they will integrate testimony from low level Khmer Rouge members into the app and will work with teachers and teacher training colleges to support the app's use in classrooms. If possible with Covid-19 restrictions, they will participate in the EdJAM study tour to visit other civil society partners developing creative processes to teach and learn about the violent past and to develop their capacity in ways that they define in dialogue with EdJAM partners in other countries. |
| Collaborator Contribution | Royal University of Law and Economics will work with Bhopana Audiovisual Resource Centre to develop the proof of concept work described above. They will document and share learning from their approach across the EdJAM network. They will support the expansion of the EdJAM network in Colombia specifically and Latin America more widely, including by helping to host workshops around commissioned research opportunities. |
| Impact | The project amplifies the impact of the KR-App - videos have been added and teachers have been trained in its use. They in turn train other teachers who can educate young people throughout schools in Cambodia. |
| Start Year | 2020 |
| Description | Uganda Museum |
| Organisation | Uganda Museum |
| Country | Uganda |
| Sector | Charity/Non Profit |
| PI Contribution | Uganda Museum are an EdJAM civil society partner with whom we have a contract to develop proof of concept work. The Uganda National Museum will work with colleagues from National Memory and Peace Documentation Centre at the Refugee Law Project to develop a travelling exhibition that will visit schools to share objects and explore their traditional and contemporary meanings and associations with conflict and peace. If possible with Covid-19 restrictions, they will participate in the EdJAM study tour to visit other civil society partners developing creative processes to teach and learn about the violent past and to develop their capacity in ways that they define in dialogue with EdJAM partners in other countries. |
| Collaborator Contribution | The Uganda National Museum will work with Refugee Law Project on the proof of concept work described above. They will document and share learning from their approach across the EdJAM network. They will support the expansion of the EdJAM network in Colombia specifically and Latin America more widely, including by helping to host workshops around commissioned research opportunities. |
| Impact | The travelling exhibition has helped bridge this gap by getting objects out of the Museum's collections and into dialogue in and with communities. Digitization and the development of an app are the next steps for this project. |
| Start Year | 2020 |
| Description | Universidad Nacional de San Martín |
| Organisation | National University of San Martin |
| Country | Argentina |
| Sector | Academic/University |
| PI Contribution | Under the EdJAM Funding Call for proposals into creative approaches to teaching and learning about the violent past we awarded 17 grant in January 2022 (contracts were not finalised in time to report previously) and a further 14 extension grants in January 2023 Universidad Nacional de San Martín received the following grant: CFPSG0015 PI Mónica Szurmuk Cartografías íntimas en comunidad. Intimate Cartographies in Community £23,820.11 extension funding £12,500.00 |
| Collaborator Contribution | This project will deconstruct the idea that the past and the present are disconnected with tours around the district with secondary school students and teachers through sites of memory related to the recent traumatic past. In one district of the Greater Buenos Aires metropolitan area, the tour will focus on memory sites related to the recent traumatic past. Integrating different historical moments and different social concerns, the project will seek to deconstruct the idea that the past is something finished and distant, which no longer has any connection with the present. This experience will be processed in workshops on artistic techniques and in the production of new cartographic experiences that respect diversity and stimulate a generous life as a community. |
| Impact | Output from funded projects will be reported next year as not fully finalised |
| Start Year | 2022 |
| Description | Universidad de los Andes |
| Organisation | University of the Andes |
| Country | Colombia |
| Sector | Academic/University |
| PI Contribution | Under the EdJAM Funding Call for proposals into creative approaches to teaching and learning about the violent past we awarded 17 grant in January 2022 (contracts were not finalised in time to report previously) and a further 14 extension grants in January 2023 Universidad de los Andes received the following grant: CFPSG0034 PI Dr. Catalina Muñoz Co-creation of Storytelling and Listening Pedagogies for Peacebuilding in Colombia £22,304.82 extension funding £12,500.00 |
| Collaborator Contribution | The project investigates the potential of storytelling and collective creation for empowering communities who have been victimized but have also resisted the cycles of violence. Narratives can reproduce power structures or challenge them, and the project aims is to amplify in the national debate the voices of underrepresented communities such as Afro-Colombian rural peoples, who have disproportionately suffered the consequences of the armed conflict. Our co-creation team includes co-researchers from regions that have been strategic locations of the Colombian armed conflict: two Afro-Colombian social leaders from Riosucio, Chocó, and a schoolteacher from Yondó, Antioquia. The three of them have identified the importance of producing storytelling as a means to preserve their local memories in order to both strengthen community organizations and bolster democratic values. |
| Impact | Output from funded projects will be reported next year as not fully finalised |
| Start Year | 2022 |
| Description | Université Catholique de Bukavu |
| Organisation | Catholic University of Bukavu |
| Country | Congo, the Democratic Republic of the |
| Sector | Academic/University |
| PI Contribution | Under the EdJAM Funding Call for proposals into creative approaches to teaching and learning about the violent past we awarded 17 grant in January 2022 (contracts were not finalised in time to report previously) and a further 14 extension grants in January 2023 Université Catholique de Bukavu received the following grant: CFPSG0038 PI Dr. Justin Sheria Nfundiko Uprooted: co-creating an educational timeline addressing the violent past £ 21,701.36 extension funding £12,500.00 |
| Collaborator Contribution | The project investigates to what extent the historical enquiry of multiple perspectives on the violent past affects secondary school teachers' and students' knowledge of the root causes of conflict and fosters mutual understanding and empathy between groups. While the education system alone cannot claim to rebuild peace or reconcile a country, critically engaging with the violent past in school is often argued to foster mutual understanding and empathy between (previously) conflicting groups. Whereas the Congolese secondary school curricula of history and civic and moral education (Education civique et morale, ECM) do not entirely silence the country's violent past, teaching and learning about the country's history of conflict is reduced to a summary of key events, addressed in a scant and superficial manner by teachers, who are ill-prepared to deal with such a difficult past. As such, it fails to mediate and contextualize the selective and uncritical knowledge about the conflict that young people often have. |
| Impact | Output from funded projects will be reported next year as not fully finalised |
| Start Year | 2022 |
| Description | University of Cape Town |
| Organisation | University of Cape Town |
| Country | South Africa |
| Sector | Academic/University |
| PI Contribution | Under the EdJAM Funding Call for proposals into creative approaches to teaching and learning about the violent past we awarded 17 grant in January 2022 (contracts were not finalised in time to report previously) and a further 14 extension grants in January 2023 University of Cape Town received the following grant: CFPSG0052 PI Dr Helen Scallon Unfinished Business: Memory and Counternarratives to the Rainbow Nation £21,300.00 extension funding £12,500.00 |
| Collaborator Contribution | This is a collaborative project to teach about South Africa's 'unfinished business' through the creation of innovative decolonial artistic interventions, podcasts, and establishing a digital platform that allows global participation, dissemination and digital archiving. The Project is intended to promote and support critical engagement with the fault-lines in the implementation of transitional justice in South Africa. The project has three key aims: (1) creating renewed dialogue and learning about unresolved historic violence and injustice in South Africa, (2) promoting collaboration between scholars, activists and artists and (3) devising relevant and accessible educational material. |
| Impact | Output from funded projects will be reported next year as not fully finalised |
| Start Year | 2022 |
| Title | App-learning on the Khmer Rouge History |
| Description | Bophana Centre has developed an application to educate school students on past violence of the Khmer Rouge History. This project will enable the centre to add videos and train teachers. |
| Type Of Technology | Webtool/Application |
| Year Produced | 2021 |
| Impact | Bophana Centre has developed the KR-App that has innovative multimedia, validated and standardized information, and user-friendly learning tools. In addition to written information, the KR-App offers a wider platform that includes documentary films and videos of witnesses' testimonies, photos, audio files, and numerous artworks. However, there is still very few former low level Khmer Rouge members' testimonies included into the application. The app has been updated by the addition of recordings of video testimonies of former low level Khmer Rouge members. Teachers have then been trained on how to teach multi-perspective history of the Khmer Rouge by using the updated KR-App. The aim is to reach 50 teachers. the app already has more than 50,000 users and this additional material will add to this number. |
| URL | https://edjam.network/project/app-learning-on-the-khmer-rouge-history/ |
| Title | CARGO FutureLearn course |
| Description | Practical Skills for Teaching Inclusive History: CARGO Classroom Explore ways to improve the representation of people of African and African diaspora heritage drawing on 5,000 years of history. |
| Type Of Technology | Webtool/Application |
| Year Produced | 2022 |
| Impact | On this four-week course from the University of Bristol in collaboration with the CARGO Movement and the Education, Justice, and Memory Network (EdJAM). teachers and those home schooling can explore ways to help them combat social injustices in school history curricula, in particular when teaching African and African diaspora histories.The course gives the tools and knowledge to implement a diverse and inclusive curriculum for students. CARGO Classroom's main focus is enrichment through education, readdressing the imbalance of a Eurocentric curriculum by shining a light on the accomplishments, achievements and contributions of individuals who are often overlooked or misrepresented in history. The course will help develop competence and confidence when teaching African and African diaspora histories by sharing best practices through CARGO classroom lessons and resources. Throughout the course, teachers are introduced to different teachers and teaching students who all have a desire to enhance and diversify their curriculum. Using poetry, imagery and film to enhance the enjoyment of the learning experience, Cargo's approach is focused on the use of accessible creativity to develop education resources, making them uniquely positioned to help develop teaching to include African and African diaspora histories. |
| URL | https://edjam.network/resource/practical-skills-for-teaching-inclusive-history-cargo-classroom/ |
| Description | BAICE conference presentation |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Postgraduate students |
| Results and Impact | British Association of Comparative and International Education (BAICE) presentation on violence and comparative and international education |
| Year(s) Of Engagement Activity | 2022 |
| Description | CARGO Classroom Teacher Workshop: |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Professional Practitioners |
| Results and Impact | In partnership with EdJAM, CARGO Classrooms ran a series of workshops with history teachers from secondary schools in South West England. The workshops aimed to identify any barriers teachers faced to using the CARGO classroom resources in their schools and develop strategies to overcome these. (CARGO Classroom have developed a number of innovative, uplifting, multimedia-led history lessons exploring stories of African and African diaspora achievement https://cargomovement.org/classroom/). The feedback from the teachers who attended these workshops lead to a proposal to produce in collaboration with EdJAM a new training resource for teachers using the Future Learn platform - a multifaceted, multimedia four week course which teachers can complete in their own time. |
| Year(s) Of Engagement Activity | 2021 |
| URL | https://edjam.network/resource/cargo-classroom-teacher-workshop-illustrations/ |
| Description | CEDE! (Cede power in aid) conference presentation |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | Online conference presentation attended by 40 people and streamed to all conference attendees (approx 150). Abstract of presentation is below: The Education, Justice and Memory Network (EdJAM) propose a short presentation that shares our approach to commissioning and evaluating research into creative approaches to teaching and learning about the violent past based on our network's values of: generosity, dialogue, reflexivity, respect, co-responsibility, creativity and sustainability. The CEDE conference highlights the many inequities and injustices around the research process in education in emergencies, including within the structures of commissioning and evaluating research. These operate geographically, advantaging researchers based in the global North, but also across other axes such as gender, ethnicity, language, disability, social class, and institutional reputations and networks, advantaging some institutions and researchers over others in both the global South and global North. EdJAM is in the privileged position as a UK Arts and Humanities Research Council (AHRC) funded Network with a budget of over £500,000 to commission research based in countries on the Overseas Development Assistance Committee (OECD)'s Development Assistance Committee (DAC)'s list of aid recipient countries. Aware of the multiple injustices in research commissioning and evaluation, we wanted to try to do better in our processes. This included by operating bilingually; holding multiple application support workshops; not including qualification requirements; collecting equalities information from applicants; being transparent about the reviewer team and review criteria; and having a supportive eligibility check with opportunities to amend and resubmit missing or incomplete documentation. This presentation will share our approach to research commissioning and the lessons that we've learned from the process, including some things that we think worked well and some challenges that we did not foresee. |
| Year(s) Of Engagement Activity | 2021 |
| URL | https://www.cedepowerinaid.com/ |
| Description | Charles W. Mills: legacies of thought in Bristol |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | Charles W. Mills was a Jamaican-American political philosopher whose work on liberalism's entanglements with white supremacy stretches across disciplines. His writings on the racial contract, the management of memory and epistemologies of ignorance inspire the work of many colleagues across the University of Bristol. Co-hosted by: Centre for Comparative and International Research in Education (CIRE); Centre for Black Humanities; Education, Justice and Memory Network (EdJAM) This seminar brings together speakers who have been enriched by Mills' thinking to share the ways that they are using his work in their own research and teaching. The seminar aims to be informal and reflective, sparking discussion and connections in appreciation of the generous and generative ways that Mills' ideas continue to support new horizons of scholarship. |
| Year(s) Of Engagement Activity | 2021 |
| URL | https://edjam.network/resource/charles-w-mills-legacies-of-thought-in-bristol-seminar-recording/ |
| Description | Decolonising education for sustainable futures |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Public/other audiences |
| Results and Impact | Over 450 people attended this online seminar series co-organised by EdJAM, the Unesco Chair in Inclusive and Quality Education at the University of Bristol and the Unesco Futures of Education project, which has held over three Wednesdays in Feburary 2021. A full report is being prepared and will be submitted to the Unesco Futures of Education consultation. An edited book as a result of the series is also under discussion. |
| Year(s) Of Engagement Activity | 2021 |
| URL | https://en.unesco.org/futuresofeducation/news/new-webinar-series-decolonising-education-sustainable-... |
| Description | EdJAM Application Workshop - Cambodia An online Q&A session for potential applicants to the EdJAM call for commissioned research |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Third sector organisations |
| Results and Impact | An online Q&A session for potential applicants to the EdJAM call for commissioned research on Thursday 30th September 2021. It was held in English and recorded. This session was led by Cambodia-based EdJAM Co-Investigators Duong Keo. The EdJAM Bristol team and other Co-Is joined via Zoom. Details of the EdJAM Funding Call - Proposals into creative approaches to teaching and learning about the violent past were explained with a Powerpoint presentation (see below) followed by a Q&A session. The Education Justice and Memory Network (EdJAM) is calling for proposals to support and explore creative approaches to teaching and learning about the violent past. Our funding is for projects based in low and middle-income countries on the OECD's Development Assistance Committee's List of Overseas Development Assistance Recipients. Opening Date: Wednesday 8th September 2021 Deadline for proposals: Wednesday 20th October 2021 at 16:00 BST. Maximum Budget: £25,000 GBP Project timelines: Maximum 9 months, starting 1 February 2022 We plan to fund between 13-19 projects that align with the EdJAM values and do at least one of the following: Develop and use creative approaches, pedagogies and/or practices that open spaces for dialogue and learning about past violence and injustice and their legacies in the present. Research the impact of ongoing initiatives to teach and learn about the violent past. Develop and share materials (including, but not limited to, exhibitions, curricular resources, digital materials, artwork, theatre) to support dialogue around past violence and injustice and their legacies in the present. Develop new theoretical, methodological and/or conceptual understandings around teaching and learning about the violent past. Proposals are invited from researchers, civil society organizations, artists, educators and activists. We encourage proposals that work collaboratively and in participatory ways with those their projects aim to benefit and engage, attending to issues of power throughout the process. The Project Lead should be based at or hosted by an organization which will hold and manage the budget. We welcome applications from researchers early in their career, first time grant holders and those who have held research grants before. The session was well attended and participants asked many questions. The recording and the slides were shared on the EdJAM website This session with the other three sessions led to 58 applications for funding from organisations from LMIC countries from across the globe. Of these applications 18 were approved: 4 from Africa; 6 from Asia;6 from South America and 2 from North America |
| Year(s) Of Engagement Activity | 2021 |
| URL | https://edjam.network/event/edjam-application-workshop-cambodia/ |
| Description | EdJAM Application Workshop - Colombia An online Q&A session for potential applicants to the EdJAM call for commissioned research |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Third sector organisations |
| Results and Impact | An online Q&A session for potential applicants to the EdJAM call for commissioned research on Monday 27th September 2021. It was held in Spanish and recorded. This session was led by Colombia-based EdJAM Co-Investigators Maria Teresa Pinto Ocampo. The EdJAM Bristol team and other Co-Is joined via Zoom. Details of the EdJAM Funding Call - Proposals into creative approaches to teaching and learning about the violent past were explained with a Powerpoint presentation (see below) followed by a Q&A session. The Education Justice and Memory Network (EdJAM) is calling for proposals to support and explore creative approaches to teaching and learning about the violent past. Our funding is for projects based in low and middle-income countries on the OECD's Development Assistance Committee's List of Overseas Development Assistance Recipients. Opening Date: Wednesday 8th September 2021 Deadline for proposals: Wednesday 20th October 2021 at 16:00 BST. Maximum Budget: £25,000 GBP Project timelines: Maximum 9 months, starting 1 February 2022 We plan to fund between 13-19 projects that align with the EdJAM values and do at least one of the following: Develop and use creative approaches, pedagogies and/or practices that open spaces for dialogue and learning about past violence and injustice and their legacies in the present. Research the impact of ongoing initiatives to teach and learn about the violent past. Develop and share materials (including, but not limited to, exhibitions, curricular resources, digital materials, artwork, theatre) to support dialogue around past violence and injustice and their legacies in the present. Develop new theoretical, methodological and/or conceptual understandings around teaching and learning about the violent past. Proposals are invited from researchers, civil society organizations, artists, educators and activists. We encourage proposals that work collaboratively and in participatory ways with those their projects aim to benefit and engage, attending to issues of power throughout the process. The Project Lead should be based at or hosted by an organization which will hold and manage the budget. We welcome applications from researchers early in their career, first time grant holders and those who have held research grants before. The session was well attended and participants asked many questions. The recording and the slides were shared on the EdJAM website This session with the other three sessions led to 58 applications for funding from organisations from LMIC countries from across the globe. Of these applications 18 were approved: 4 from Africa; 6 from Asia;6 from South America and 2 from North America |
| Year(s) Of Engagement Activity | 2021 |
| URL | https://edjam.network/event/taller-de-apoyo-a-la-aplicacion-edjam-colombia/?lang=es |
| Description | EdJAM Application Workshop - Pakistan An online Q&A session for potential applicants to the EdJAM call for commissioned research |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Third sector organisations |
| Results and Impact | An online Q&A session for potential applicants to the EdJAM call for commissioned research on Friday 24th September 2021. It was held in English and recorded. This session was led by Pakistan-based EdJAM Co-Investigators Tania Saeed and Sameen Mohsin Ali. The EdJAM Bristol team and other Co-Is joined via Zoom. Details of the EdJAM Funding Call - Proposals into creative approaches to teaching and learning about the violent past were explained with a Powerpoint presentation (see below) followed by a Q&A session. The Education Justice and Memory Network (EdJAM) is calling for proposals to support and explore creative approaches to teaching and learning about the violent past. Our funding is for projects based in low and middle-income countries on the OECD's Development Assistance Committee's List of Overseas Development Assistance Recipients. Opening Date: Wednesday 8th September 2021 Deadline for proposals: Wednesday 20th October 2021 at 16:00 BST. Maximum Budget: £25,000 GBP Project timelines: Maximum 9 months, starting 1 February 2022 We plan to fund between 13-19 projects that align with the EdJAM values and do at least one of the following: Develop and use creative approaches, pedagogies and/or practices that open spaces for dialogue and learning about past violence and injustice and their legacies in the present. Research the impact of ongoing initiatives to teach and learn about the violent past. Develop and share materials (including, but not limited to, exhibitions, curricular resources, digital materials, artwork, theatre) to support dialogue around past violence and injustice and their legacies in the present. Develop new theoretical, methodological and/or conceptual understandings around teaching and learning about the violent past. Proposals are invited from researchers, civil society organizations, artists, educators and activists. We encourage proposals that work collaboratively and in participatory ways with those their projects aim to benefit and engage, attending to issues of power throughout the process. The Project Lead should be based at or hosted by an organization which will hold and manage the budget. We welcome applications from researchers early in their career, first time grant holders and those who have held research grants before. The session was well attended and participants asked many questions. The recording and the slides were shared on the EdJAM website This session with the other three sessions led to 58 applications for funding from organisations from LMIC countries from across the globe. Of these applications 18 were approved: 4 from Africa; 6 from Asia;6 from South America and 2 from North America |
| Year(s) Of Engagement Activity | 2021 |
| URL | https://edjam.network/event/edjam-application-workshop-pakistan/ |
| Description | EdJAM Application Workshop - Uganda An online Q&A session for potential applicants to the EdJAM call for commissioned research |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Third sector organisations |
| Results and Impact | This was a combined face-to-face and online Q&A session for potential applicants to the EdJAM call for commissioned research on Wednesday 6th October 2021. It was be held in English and recorded. This session was be led by Uganda-based EdJAM Co-Investigator Abiti Nelson and the team from the Refugee Law Project in Uganda. The EdJAM Bristol team and other Co-Is joined via Zoom. Details of the EdJAM Funding Call - Proposals into creative approaches to teaching and learning about the violent past were given via a Powerpoint presentation (details below) followed by a Q&A session. The Education Justice and Memory Network (EdJAM) is calling for proposals to support and explore creative approaches to teaching and learning about the violent past. Our funding is for projects based in low and middle-income countries on the OECD's Development Assistance Committee's List of Overseas Development Assistance Recipients. Opening Date: Wednesday 8th September 2021 Deadline for proposals: Wednesday 20th October 2021 at 16:00 BST. Maximum Budget: £25,000 GBP Project timelines: Maximum 9 months, starting 1 February 2022 We plan to fund between 13-19 projects that align with the EdJAM values and do at least one of the following: Develop and use creative approaches, pedagogies and/or practices that open spaces for dialogue and learning about past violence and injustice and their legacies in the present. Research the impact of ongoing initiatives to teach and learn about the violent past. Develop and share materials (including, but not limited to, exhibitions, curricular resources, digital materials, artwork, theatre) to support dialogue around past violence and injustice and their legacies in the present. Develop new theoretical, methodological and/or conceptual understandings around teaching and learning about the violent past. Proposals are invited from researchers, civil society organizations, artists, educators and activists. We encourage proposals that work collaboratively and in participatory ways with those their projects aim to benefit and engage, attending to issues of power throughout the process. The Project Lead should be based at or hosted by an organization which will hold and manage the budget. We welcome applications from researchers early in their career, first time grant holders and those who have held research grants before. All details were given about the funding call were given on the EdJAM website as was the recording of the session and a copy of the slides. The event was well attended and participants were full involved in the Q&A This session with the other three sessions led to 58 applications for funding from organisations from LMIC countries from across the globe. Of these applications 18 were approved: 4 from Africa; 6 from Asia;6 from South America and 2 from North America |
| Year(s) Of Engagement Activity | 2021 |
| URL | https://edjam.network/event/edjam-application-workshop-uganda/ |
| Description | EdJAM Bristol team and Co-I away day |
| Form Of Engagement Activity | A formal working group, expert panel or dialogue |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | This was the first face to face meeting for most of the UK based Co-Is and the Bristol team. International Co-Is joined online. Items discussed included progress of EdJAM Phase funded projects; final details before the launch of Phase II funding and the re-purposing of Summer School funding into regional events. |
| Year(s) Of Engagement Activity | 2022 |
| Description | EdJAM Network: Reflections on Learning, Evaluation and Partnerships in the Context of Pakistan |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Professional Practitioners |
| Results and Impact | In collaboration with South Asian Approaches to Researching Education (SAARE) this discussion featured two EdJAM Co-Is Dr. Tania Saeed (LUMS) and Dr. Sameen Mohsin (University of Brimingham) . SAARE is a network that seeks to investigate the distinctiveness of educational research on, within and across South Asian contexts. It deliberates on the conceptual framings, methodological practices and contextual complexities of researching South Asia. This seminar was part of a series that aims to encourage exchange between scholars from all career stages, varied disciplinary traditions and methodological positions, pivoting on deepening our collective understanding of educational research in the South Asian context. |
| Year(s) Of Engagement Activity | 2022 |
| Description | EdJAM Phase II funding workshop English and Spanish |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | The EdJAM Bristol team organised a workshop to guide and support EdJAM Phase I funded projects through applying for Phase II funding. This funding focuses on Collaboration, Learning, Sharing and Impact. The session included a Q&A for participants and were in both Spanish and English. |
| Year(s) Of Engagement Activity | 2022 |
| URL | https://youtu.be/gAP6C7mRW8U |
| Description | EdJAM funded project mentor welcome events |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Other audiences |
| Results and Impact | All funded EdJAM projects were invited to a workshop to welcome them to the EdJAM network and be introduced to their project mentors. All projects then had individual meetings with their mentors to discuss any issue they had with running their projects. This event was held in English and Spanish. |
| Year(s) Of Engagement Activity | 2022 |
| URL | https://www.youtube.com/watch?v=mFWys840HTw |
| Description | EdJAM launch March 2021 |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Public/other audiences |
| Results and Impact | EdJAM hosted a series of online events to formally launch the network and publicize upcoming funding calls. Approximately 400 people attended the event over 4 days and several hundred more were reached via social media. Here is summary of the launch activities: virtual events to launch the Education, Justice and Memory network (EdJAM) this week. All are welcome - please register using the links below. Tues 2nd Mar. 11-12.30: Education: Tania Saeed in conversation with Arathi Sriprakash and Keri Facer Education is sometimes framed as the only way to overcome past injustices and their legacies in the present. Yet the personal experiences of millions of learners around the world and of the work social theorists across many traditions show how schooling is often a site of violence and a process that maintains existing inequalities and creates new ones. This panel grapples with this paradox by exploring the purposes and possibilities of education, inside and outside of schools, to help create just futures. With a focus on decolonial theory and practice, creativity and co-production, memory and reparative practice, and ecological and climate justice, panellist share their experience, research and questions around education. Weds 3rd Mar. 12-13.30: Justice: Abiti Nelson in conversation with Ciraj Rassool and Pablo de Greiff Justice has many definitions: something which is meted out in courtrooms, a sense of fairness for all, a process of repairing past injustice, a radical reshaping of social relationships and imagining new ways of living for people and planet. These definitions connect and call on education and memory making about the past in different ways as this panel will explore. With a focus on transitional justice; human rights; accounting for past injustices, including of colonialism, enslavement, and violent conflict; and heritage and memory making processes, our panellists share their experiences, research and questions around justice. Thur 4th Mar. 15-16.30: Memory: Matthew Brown in conversation with Elizabeth Jelin, María Emma Wills Obregón and Goya Wilson (in Spanish with simultaneous interpretation to English) Memories about violence and injustice are multiple, struggled over and often very different from official narratives of the past that circulate in history books and classrooms. Memory can also be productive and pedagogical, offering potential to intervene in educational spaces and to challenge or shape transitional justice processes.With a focus on social movements, gender, memory production by those affected by violent conflict, the relationship between history and memory, transitional justice and the pedagogical possibilities of memory, the panellists share their experiences, research and questions about memory. Fri 5th Mar: Research funding opportunities via EdJAM. 9-10.15: In English; 15-16.15: en español EdJAM will commission research into creative practices for teaching and learning about the violent past. We will fund projects led by researchers, civil society organisations, artists and activists, with a focus on research led by colleagues based in the global south, early career researchers and/or researchers from groups that are traditionally under-represented in academia. In this session, we will share information about the process of applying for funding, the areas of focus, and tips on preparing applications. |
| Year(s) Of Engagement Activity | 2021 |
| URL | http://www.bristol.ac.uk/education/events/2021/education-justice-and-memory-network-edjam.html |
| Description | EdJAM online Bristol team and Co-I meeting |
| Form Of Engagement Activity | A formal working group, expert panel or dialogue |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | Hybrid meeting of all EdJAM Co-Is to discuss the Phase II funding and the summer school for EdJAM projects funded under Phase I |
| Year(s) Of Engagement Activity | 2022 |
| Description | EdJAM website and social media (twitter, facebook) |
| Form Of Engagement Activity | Engagement focused website, blog or social media channel |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Public/other audiences |
| Results and Impact | EdJAM website and social media (twitter and facebook) developed and launched as the main public facing spaces for sharing the work of EdJAM, raising awareness about the network and its commissioning opportunities, and sharing and amplifying creative practices for teaching and learning about the violent past. In late 2021 the website was made bilingual (English/Spanish). This allowed South American colleagues and potential future partners the ability to engage easily with EdJAM. All Twitter and Facebook messages are sent out in both English and Spanish. During 2022 several more resources were added to the website but more importantly a page was added for every project funded under Phase I. A new section called BlogJAM was also added were various members of the EdJAM network have written blogs related to their work with EdJAM. Google analytics shows there has been good engagement with the website with visits from all over the world via a variety of means. |
| Year(s) Of Engagement Activity | 2021 |
| URL | https://edjam.network/ |
| Description | Hashiya seminar at DOMUS Centre, Birmingham |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Postgraduate students |
| Results and Impact | DOMUS Seminar Series 2021 - 2022 With speakers: Dr Tania Saeed, Marie Sklodowska-Curie Fellow, Università Ca' Foscari Venezia Mr Arafat Mazhar, Director Engage Pakistan Dr Sameen A. Mohsin Ali, Lecturer, International Development Department, University of Birmingham Storytelling and visual language can trigger a sympathetic or critical response, accessing emotive, affective and critical thinking capacities. Therefore, the importance of the creative arts cannot be overstated in their ability to generate meaningful conversations, even around the most divisive topics. EdJAM is a network of researchers, educators, artists and civil society organisations working in the arts, education and heritage committed to creative ways to teach and learn about the violent past in order to build more just futures. In Pakistan, EdJAM has been working with the Engage Foundation and with Puffball Studios, their production studio partner, to develop the Hashiya project. Hashiya is a series of animated videos that explore episodes of violence from the period of British colonialism to the present day, providing storytelling about events that are largely excluded from formal education. Hashiya works from a decolonizing ethos that functions on two levels: firstly, in opposition to a Pakistani historiography still deeply influenced by the writings of British colonists; secondly in opposition to a Pakistani historiography and pedagogy that almost exclusively concentrates on the histories of Urdu-speaking Sunni Muslims within the subcontinent. As such, this work has sought to confront and illuminate violent pasts by using creative means to initiate critical conversations around contentious ideas and events. In particular, Hashiya seeks to enhance empathy and understanding through its work, thereby building the knowledge and skills required for a culture of peace and non-violence. This seminar is free to attend and all are welcome. |
| Year(s) Of Engagement Activity | 2022 |
| URL | https://www.birmingham.ac.uk/research/domus/events/2022/edjam's-hashiya-project.aspx |
| Description | Hashiya: Revisiting Violent Histories |
| Form Of Engagement Activity | A broadcast e.g. TV/radio/film/podcast (other than news/press) |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Undergraduate students |
| Results and Impact | Through animated history explainers and short films funded by EdJAM, Hashiya takes on intergenerational trauma by examining violent incidents that impacted communities in South Asia. The films examine the different ways historical violence is processed when it is committed by the perceived "other" versus violence committed by a collective identified as "us". This also creates a space for viewers to engage in a more empathetic examination of these violent histories and the way their legacies impact communities today. In Pakistan, citizens' primary interaction with history is through textbooks and curriculum that are demonstrably selective and biased. The aminations are an attempt to fill that gap: well researched, peer-reviewed historical research presented in an easily accessible way through engaging storytelling. All videos and posters produced for Hashiya are launched online but also included in Shehri Pakistan (a citizenship project under Engage) and Lahore University of Management Sciences' (LUMS) outreach programs for public and private schools. Many of the videos and posters are also produced in Urdu to ensure a wider reach. The aminated explainers have been received very well - Hayshia has 4500 followers across platforms and 352,000 total engagement (views, shares, likes, comments, etc.) across campaigns. Two significant findings include a) an impressive ratio of shares on instagram in which likes and shares are 1:1 on some posts and b) Urdu content outperforms the content published in English for every video and poster published so far. |
| Year(s) Of Engagement Activity | 2021 |
| URL | https://edjam.network/project/revisiting-violent-histories-recognition-and-reconciliation/ |
| Description | Hayshia Workshop |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Other audiences |
| Results and Impact | In collaboration with the University of Birmingham EdJAM funded project Sheri Pakistan showcased some of their animations looking at silenced histories in Pakistan |
| Year(s) Of Engagement Activity | 2022 |
| URL | https://m.facebook.com/hashiyaonline/videos/ |
| Description | Hybrid EdJAM Bristol team and Co-I meeting |
| Form Of Engagement Activity | A formal working group, expert panel or dialogue |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | Each mentor gave a presentation about their Phase I funded project and progress being made. This allowed for all mentors to discover what all projects were doing and to make connections that could lead to potential collaborations. This also lead to a discussion about further Learning Collaboration Evaluation and Partnership (LEP) activities |
| Year(s) Of Engagement Activity | 2022 |
| Description | Learning Whiteness: Book Launch |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Professional Practitioners |
| Results and Impact | EdJAM supported this book launch celebrating the publication of Learning Whiteness: Education and the Settler Colonial State, written by Arathi Sriprakash, Sophie Rudolph and Jessica Gerrard. Arathi is a member of the EdJAM Advisory Board. Whiteness is not innate - it is learned. The systems of white domination that prevail across the world are not pregiven or natural. Rather, they are forged and sustained in social and political life. Learning Whiteness examines the material conditions, knowledge politics and complex feelings that create and relay systems of racial domination. Focusing on Australia, the authors demonstrate how whiteness is fundamentally an educational project - taught within education institutions and through public discourse - in active service of the settler colonial state. To see whiteness as learned is to recognise that it can be confronted. This book invites readers to reckon with past and present politics of education in order to imagine a future thoroughly divested from racism. |
| Year(s) Of Engagement Activity | 2022 |
| URL | https://www.plutobooks.com/9780745342153/learning-whiteness/ |
| Description | Learning, Collaboration Evaluation Partnership (LEP) Events |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | As part of EdJAM's Digital Mentoring Programme, which supports our network colleagues, we held two LEP Focus Group events online in September 2022. EdJAM's LEP team hosted these interactive session which invited projects to share their learning strategies: what they hope to achieve from their project, what they have already achieved, and strategies for effective communication of their work. The first event was bilingual, to reach both our English and Spanish speaking colleagues. This event featured presentations from our project partners in Argentina and Jamaica. The second event was held in English and featured presentations from our project partners in Cambodia and Uganda. |
| Year(s) Of Engagement Activity | 2022 |
| URL | https://edjam.network/resource/learning-collaboration-evaluation-partnership-lep-event-illustrations... |
| Description | Memory, History and Reparative Futures reading group |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Study participants or study members |
| Results and Impact | EdJAM convened a biweekly reading group on memory, history and reparative futures, which was regularly attended by EdJAM investigators, advisory board members and interested colleagues and post-graduate students. |
| Year(s) Of Engagement Activity | 2020,2021 |
| Description | Mobile exhibition in Post conflict Northern Uganda |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Schools |
| Results and Impact | In Uganda, EdJAM partners the Uganda National Museum and the National Memory and Peace Documentation Centre (NMPDC) have developed a mobile exhibition that shares heritage objects from the Museum's collection with communities. The mobile exhibition aims to engage young people, teachers and community members and opens space to reflect on the role of objects in conflict, peace and transition. Before, during, and after conflict, the symbolism of objects from the Museum's collection are explored by elders and young people, enabling a unique form of dialogue about conflict and reconciliation. Using objects over time has been a great strategy in recollecting memories of past events. By focusing on a particular object and its significance, community members can explore how this has changed over time and how violence may have shifted the meanings and uses of objects. Elders have also shared how objects can be resymbolised as part of healing and reconciliation processes. So far, the traveling exhibition has visited the towns of Lira, Gulu and Arua in Northern Uganda. The travelling exhibition begins to help bridge this gap by getting objects out of the Museum's collections and into dialogue in and with communities. Digitization and the development of an app are the next steps for this project. |
| Year(s) Of Engagement Activity | 2021 |
| URL | https://edjam.network/project/uganda-national-museum-and-the-national-memory-and-peace-documentation... |
| Description | The South-West Anti-Racist Education Forum |
| Form Of Engagement Activity | A formal working group, expert panel or dialogue |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Schools |
| Results and Impact | The South-West Anti-Racist Education Forum is a collaborative project between schools, universities and civil society organisations in Bristol and the surrounding areas - event for the purpose of: strengthening connections between individuals and organisations working in this space; sharing research and teaching and learning resources; and planning future activities. |
| Year(s) Of Engagement Activity | 2022 |
| Description | The role of heritage and everyday lives in teaching about the violent past: a discussion with Abiti Adebo Nelson and Dr. Kate Moles |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Other audiences |
| Results and Impact | The theme of the discussion focused on everyday practices of memory-making in social lives and media and explores processes of curating memory and creating heritage in and beyond museums, with an attention to legacies of colonialism in heritage. During this event the discussion will focus on Abiti Nelson's work with the Uganda National Museum and the National Memory and Peace Documentation Centre (NMPDC) and the development of a mobile exhibition that shares heritage objects from the Museum's collection with communities. The mobile exhibition aims to engage young people, teachers and community members and opens space to reflect on the role of objects in conflict, peace and transition. Before, during, and after conflict, the symbolism of objects from the Museum's collection are explored by elders and young people, enabling a unique form of dialogue about conflict and reconciliation. |
| Year(s) Of Engagement Activity | 2022 |
| URL | https://edjam.network/event/the-role-of-heritage-and-everyday-lives-in-teaching-about-the-violent-pa... |
| Description | Toward a transformed mode of UoB-Africa partnerships |
| Form Of Engagement Activity | A formal working group, expert panel or dialogue |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | The Perivoli Africa Research Centre (PARC) brought together various partners to convene a discussion event devoted to the University of Bristol's initiative to develop a 'Charter' on transformed global North-Africa research partnerships. Staff from across the University (including staff from the EdJAM Bristol team) joined colleagues from the continent to examine the rationale, case and directions for embedding a transformed mode of such partnerships at UoB. This was the first stage in what will become an ongoing engagement and conversation and, in time, focused dialogue with actors in Africa-based research communities. The discussions centred on exploring two key questions: • (Why) should UoB care about a rethinking and 'transformation' in research relations and partnerships with Africa? - and what should the nature of such 'transformation' be? • What approaches ought UoB pursue, and who could do what, to work toward embedding a transformed mode of African partnerships at the University and beyond? |
| Year(s) Of Engagement Activity | 2022 |
| URL | https://parc.blogs.bristol.ac.uk/ |
| Description | Transforming Education with No More Exclusions |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | Local |
| Primary Audience | Professional Practitioners |
| Results and Impact | This event was part of the University of Bristol's School of Education's Bristol Conversations in Education research seminar series. These seminars are free and open to the public. Hosted by the Centre for Comparative and International Research in Education (CIRE) and the South West Anti-Racist Education Forum with EdJAM support. Speakers: No More Exclusions Punitive school discipline continues to push vulnerable and marginalised children towards exclusion and underachievement, severely damaging their life chances. No More Exclusions' mission is to bring about an end to all exclusionary practices in schools, to dismantle the system of second-rate, segregated education that persists in the UK, and to rebuild our social, political and educational landscapes from the ground up in order to support every child and young person to reach their full potential. In this interactive discussion, No More Exclusions members will share local young people's experiences of education and school exclusion, paying particular attention to schools' excessive and disproportionate exclusion of racialised children, those with special educational needs and pupils who are eligible for free school meals. Drawing on the group's recently published guide "What about the other 29?": Demystifying Abolition in the UK Education System, members will ask attendees to envision an education system that nourishes and supports all children and young people, rather than harms and marginalises them. Together, attendees will discuss the ways in which local educators, professionals and community members can collaborate to create positive change in our schools and communities. About NME No More Exclusions is an abolitionist grassroots coalition movement in education. Our mission is to bring about an end to the persistent race disparities in school exclusions in the next five years and to affect change at legal, policy, practice and cultural level in education and society as a whole over the next ten years. We want an education system that works for all. |
| Year(s) Of Engagement Activity | 2022 |
| URL | https://nomoreexclusions.com/ |
| Description | UKFIET (UK Forum for International Education and Training) panel |
| Form Of Engagement Activity | A formal working group, expert panel or dialogue |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | A conference panel entitled 'Epistemic justice and learning about the past: informal practices intervening in formal spaces' Presented online to an audience of 60 and then made available to all UKFIET conference delegates. As a result of this presentation we were invited to develop a chapter for an edited collection on peace education, which is currently under development. The chapter explores how EdJAM's values draw on bell hooks love ethic. |
| Year(s) Of Engagement Activity | 2021 |
| URL | https://www.ukfiet.org/conference/ukfiet-conference-2021/ |
| Description | UNESCO Latin America Seminar on Educating on the Holocaust and Genocides in the Americas |
| Form Of Engagement Activity | A formal working group, expert panel or dialogue |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Schools |
| Results and Impact | A contribution to a professional development seminar organised by UNESCO Latin America's Chile office for teachers and education professionals in Latin America. |
| Year(s) Of Engagement Activity | 2021 |
| Description | We Are England - The Classroom Revolution |
| Form Of Engagement Activity | A broadcast e.g. TV/radio/film/podcast (other than news/press) |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Public/other audiences |
| Results and Impact | Members of the EdJAM Bristol team were invited by project partners CARGO to the liver screening of a BBC documentary which shone the light on the educational project, CARGO classrooms, which aims to tackle the lack of representation in the school curriculum. The documentary followed Bristol poet and educator Lawrence Hoo and his friend, visual artist Chaz Golding and their creation of a series of educational resources to address the lack of representation in schools' curriculums. |
| Year(s) Of Engagement Activity | 2022 |
| URL | https://www.bbc.co.uk/programmes/m0013wc9 |