GCRF Development Award: Education, Justice and Memory Network
Lead Research Organisation:
University of Bristol
Department Name: Education
Abstract
The proposed Education, Justice and Memory Network (EdJAM) 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 and universal approaches that fall flat for learners since they do not enable connections to 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 opportunity 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 and share these approaches, drawing on the disciplines and practices of transitional justice, memory studies, history, heritage studies and feminism 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.
Our rationale for applying for a Development Award is to support the preparation of the strongest possible Stage 2 proposal for EdJAM. The Development Award : 1) responds to feedback from the Stage 1 application; 2) supports the development of sustainable and equitable partnerships and piloting innovative approaches in Pakistan, where our existing relationships are less developed than in Cambodia, Colombia and Uganda; and 3) enables opportunities for learning and the development processes for safeguarding and risk mitigation and management within EdJAM.
Current approaches to teaching about conflict and peace often fall short of meeting this challenge. Peace education often relies on generalised and universal approaches that fall flat for learners since they do not enable connections to 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 opportunity 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 and share these approaches, drawing on the disciplines and practices of transitional justice, memory studies, history, heritage studies and feminism 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.
Our rationale for applying for a Development Award is to support the preparation of the strongest possible Stage 2 proposal for EdJAM. The Development Award : 1) responds to feedback from the Stage 1 application; 2) supports the development of sustainable and equitable partnerships and piloting innovative approaches in Pakistan, where our existing relationships are less developed than in Cambodia, Colombia and Uganda; and 3) enables opportunities for learning and the development processes for safeguarding and risk mitigation and management within EdJAM.
Planned Impact
The Development Award for EdJAM will have impact for a range of stakeholders:
1) Impact for learners and teachers in Pakistan
Working with a leading civil society partners in Pakistan, EdJAM will identify, amplify and research an innovative approach to teaching and learning about the violent past. Beneficiaries of the project (who will be identified in the early stages of Development Award funding by the partner the award helps us to build a relationship with) will develop knowledge and skills for building a culture of peace and non-violence thanks to their participation in proof of concepts projects.
2) Impact for our partner in Pakistan
Our civil society partner in Pakistan will benefit from building their research capacity and their approaches to teaching and learning about the violent past thanks to the pilot work the project will support and the opportunity to meet and share approaches with EdJAM partners from Cambodia, Colombia and Uganda at the Pakistan event.
3) Impact for policymakers in Pakistan
The Pakistan event will showcase pilot work and will support partners, teachers and policymakers to identify curriculum linkages between creative practices outside of schools and to explore other policy synergies to expand upon, resource and share the creative approaches to SDG target 4.7 that the pilot work identifies.
4) Impact for the SDGs and education in emergencies international policy communities
We will share the pilot work in Pakistan widely, including online and in print materials. If EdJAM is successful, the work in Pakistan will be integrated into wider plans for impact, which include the translation of project materials into languages according to demand.
1) Impact for learners and teachers in Pakistan
Working with a leading civil society partners in Pakistan, EdJAM will identify, amplify and research an innovative approach to teaching and learning about the violent past. Beneficiaries of the project (who will be identified in the early stages of Development Award funding by the partner the award helps us to build a relationship with) will develop knowledge and skills for building a culture of peace and non-violence thanks to their participation in proof of concepts projects.
2) Impact for our partner in Pakistan
Our civil society partner in Pakistan will benefit from building their research capacity and their approaches to teaching and learning about the violent past thanks to the pilot work the project will support and the opportunity to meet and share approaches with EdJAM partners from Cambodia, Colombia and Uganda at the Pakistan event.
3) Impact for policymakers in Pakistan
The Pakistan event will showcase pilot work and will support partners, teachers and policymakers to identify curriculum linkages between creative practices outside of schools and to explore other policy synergies to expand upon, resource and share the creative approaches to SDG target 4.7 that the pilot work identifies.
4) Impact for the SDGs and education in emergencies international policy communities
We will share the pilot work in Pakistan widely, including online and in print materials. If EdJAM is successful, the work in Pakistan will be integrated into wider plans for impact, which include the translation of project materials into languages according to demand.
People |
ORCID iD |
| Julia Paulson (Principal Investigator) | |
| Tania Saeed (Co-Investigator) |
Publications
Paulson J
(2019)
Evidence hungry, theory light: education and conflict, SDG16 and aspirations for peace and justice
in Education and Conflict Review: Theories and conceptual frameworks in education, conflict and peacebuilding
Nwako Z
(2023)
Doing harm: the impact of UK's GCRF cuts on research ethics, partnerships and governance
in Global Social Challenges Journal
Paulson J
(2020)
Education as site of memory: developing a research agenda
in International Studies in Sociology of Education
Bermeo J
(2022)
Critical Approaches to Heritage for Development
Parsons K
(2021)
Where was the colonial history in our education
Adebo A
(2022)
Critical Approaches to Heritage for Development
| 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 | 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/ |
| Description | This award has enabled us to: 1) Establish a partnership with a leading civil society organisation in Pakistan, Engage Pakistan, 2) Pilot a novel approach to teaching and learning about the violent past, specifically using animated short films and social media to reach a wide audience and spark dialogue about violent, contentious issues in Pakistan's past (colonial, partition, more recent violence). 3) Strengthen the EDJAM team and our collaborative and supportive ethos, including by meeting in person 4) Launch the EdJAM project and publicize upcoming funding opportunities via a series of well attended online events 5) Develop an engaging project EdJAM project website 6) Support the development of a strong project management team in Bristol, including through the appointment of Caroline Bardrick as Programme and Communications Manager, who will continue to manage the EdJAM main grant This project in Pakistan supports work around Sustainable Development Goal 4 (quality and equitable education for all) and 16 (peace and justice). In particular, it works towards achieving SDG target 4.7 (skills and knowledge for a culture of peace and non-violence) by supporting creative approaches to teach and learn about past violence in order to challenge present day violence and build a just peace. |
| Exploitation Route | The outcomes of the development award will feed directly into our wider EDJAM project, which will produce outcomes that will be able to be taken forward by a wide constituency. In particular, the development award has directly supported the development of EDJAM in Pakistan, which has strengthened our interdisciplinary team and introduced a new expertise and experience thanks to our partnership with Engage Pakistan, who are leaders in public and nonformal education, animation and social media. The wide engagement in Pakistan with Engage's animated content leads to impact in terms of nonformal education about colonial and post-colonial history and education, including in Urdu language. The animations are publicly and digitally available and in the coming months, we will work to support opportunities to train teachers in their use, though these activities have been complicated by Covid-19. However, digital alternatives are planned in the form of teacher dialogues between students in Pakistan and the UK and teachers in Cambodia and Pakistan. The EdJAM website will be a forum for sharing creative approaches to teaching and learning about the violent past and we will continue to profile and amplify approaches developed by partners and funded through commissioned research, including by translating the website into project languages on a demand-basis. |
| Sectors | Creative Economy,Digital/Communication/Information Technologies (including Software),Education,Government, Democracy and Justice,Culture, Heritage, Museums and Collections,Security and Diplomacy |
| URL | https://edjam.network/ |
| Description | 1) the support to establish EdJAM - in-person meeting pre-Covid 19, website, virtual launch activities, support for establishing the Bristol team (Project and Communication Manager) has enabled the creation of a vibrant network that is prepared to meet and exceed its planned outcomes despite the challenges to Covid-19. EdJAM will have a number of non-academic impacts, including on the teaching and learning about violence and injustice in order to build more peaceful and just futures. 2) Engage Pakistan's animations on violent histories - the Hashiya series - have been shared widely on social media in Urdu and English, with a focus on reaching audiences in Pakistan, where history teaching is often polarizing, didactic and relies heavily on a few textbooks. It was not possible to hold in-person workshops on the Hashiya videos with teachers in Pakistan due to Covid-19 restrictions, but Engage Pakistan promoted the materials online and engaged in two online dialogue events, one with history teachers in Pakistan and Cambodia and one with University students in the UK and Pakistan. The team will also share the Hashiya resources at an online seminar organised by the University of Birmingham in March 2022. |
| First Year Of Impact | 2021 |
| Sector | Creative Economy,Digital/Communication/Information Technologies (including Software),Education,Government, Democracy and Justice,Culture, Heritage, Museums and Collections,Security and Diplomacy |
| Impact Types | Cultural,Societal,Policy & public services |
| 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 | Education, Justice and Memory Network (EDJAM) |
| Amount | £1,999,980 (GBP) |
| Funding ID | AH/T007842/1 |
| Organisation | Arts & Humanities Research Council (AHRC) |
| Sector | Public |
| Country | United Kingdom |
| Start | 04/2020 |
| End | 03/2024 |
| 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 | 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 | 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 | 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 team meeting and interview |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | This event in December 2019 brought together the EDJAM team, including CoInvestigators and civil society partners, to plan share ideas, develop common interests and begin initial project planning if the EDJAM N+ were to be successful. It was a key meeting for introducing Pakistani collaborators (CoInvestigator from LUMS, Tania Saeed, and civil society partner, Engage Pakistan) to the wider EDJAM team. Unfortunately, Arafat Mazhar from Engage Pakistan's visa was refused and he was not able to attend this event - this decision has now been reversed and Arafat did travel to Bristol in January 2020 and met with Julia Paulson. As part of the December 2019 EDJAM team meeting, a team of 4 (Julia Paulson, Nono Francis, Abiti Nelson and Tania Saeed) attended the AHRC N+ interviews in Swindon. We received the wonderful news that EDJAM was funded in December 2019. |
| Year(s) Of Engagement Activity | 2019 |
| 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 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 | 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 | Student dialogue: Teaching and understanding the violent colonial past |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Postgraduate students |
| Results and Impact | This event took place in May 2021, bringing together final year undergraduate and postgraduate students in the UK and Pakistan to discuss teaching and learning about violent colonial histories. The event will include translation to Urdu. Full event description below: This will be a closed event, with no recording and an emphasis on free and open discussion. There exists a vast asymmetry of historical understanding in which people outside of Britain can spend years learning about centuries of violent oppression, only to come to the UK and discover nobody remembers any of it. There are similar distortions in the presentation of controversies in Pakistan's colonial history. Here, the teaching of history is either mediated through textbooks, syllabi, expectations/rubrics developed in the West or is based on rote learning, with little emphasis on critical reflection in considering and assessing the past. 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. We are asking for separate registration to ensure a good balance of students from each country: Pakistan students register here. UK students register here 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. Starting with a short animation produced by Engage Pakistan on 'Imperial "Peace": Jallianwala Bagh 1919' (2021) discussion will centre around the following key questions: Why is there an increasing tendency to frame discussions of imperial history around a moral balance sheet - evaluating the past as either 'good' or 'bad', instilling 'pride' or bringing 'shame'? What are the consequences of this binary approach? Where are the silences in popular understanding of British and Pakistani imperial history? How does the relative quiet in respective education systems about controversial aspects of colonial history compare with the way politicians in the UK and Pakistan discuss these issues? What role do scholars researching these issues have in the production of narratives of empire that are disseminated to schoolchildren, through textbooks and other channels, in the UK and Pakistan? How can a more nuanced, inclusive understanding of the colonial past be achieved? Are non-formal modes of dissemination, such as the animated video, better equipped to deal with controversial and difficult historical topics? What are the implications of 'changing the narrative' about colonial violence, particularly in terms of national identity production, community cohesion, and the saliency of the national story? The workshop will be led by Catriona Pennell (University of Exeter, UK), Sameen Mohsin Ali and Tania Saeed (Lahore University of Management Sciences, Pakistan) |
| Year(s) Of Engagement Activity | 2021 |
| URL | https://edjam.network/event/student-dialogue-teaching-and-understanding-the-violent-colonial-past/ |
| Description | Teacher dialogue: Teaching and understanding the violent colonial past |
| 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 | This activity took place in May 2021, bringing together teachers in Cambodia and Pakistan to discuss approaches to teaching violent colonial histories. The event includes translation to Khmer and Urdu. Full event description below: This will be a closed event, with no recording and an emphasis on free and open discussion. Pakistan and Cambodia provide two different contexts in exploring the experiences of British and French colonialism and its implications for postcolonial countries that continue to experience different forms of violence. In exploring these two contexts, the role of education and the teaching of history are important in the way different generations come to terms with the violence that they have historically experienced, and for the important lessons that can be drawn for the present and future. 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. We are asking for separate registration to ensure a good balance of teachers from each country: Pakistan teachers register here. Cambodian teachers register here. Starting with a short animation produced by Engage Pakistan on 'Collaborators of the British Empire' (2021) discussion will centre around the following key questions: How is history as a subject taught in schools in Pakistan and Cambodia? Who decides on the history curriculum and textbooks, and what role (if any) does a teacher play in that decision making process? How is colonialism taught in schools? Does the teaching of colonialism have any lessons for the kind of violence that these countries have experienced post-independence? What is the role and purpose of the teacher in teaching history as a subject in school? Are non-formal modes of dissemination, such as the animated video, better equipped to deal with controversial and difficult historical topics? What are the implications of 'changing the narrative' about colonial violence, particularly in terms of national identity production, community cohesion, and the saliency of the national story? This workshop was led by Keo Duong (Royal University of Phnom Penh, Cambodia), Tania Saeed and Sameen Moshin Ali (Lahore University of Management Sciences, Pakistan) |
| Year(s) Of Engagement Activity | 2021 |
| URL | https://edjam.network/event/teacher-dialogue-teaching-and-understanding-the-violent-colonial-past/ |
| 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/ |