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.
Organisations
- University of Bristol (Lead Research Organisation)
- National University of San Martin (Collaboration)
- Engage Pakistan (Collaboration)
- Bophana Audiovisual Resource Center (Collaboration)
- Fundacion Compartir (Collaboration)
- Uganda Museum (Collaboration)
- Catholic University of Bukavu (Collaboration)
- University of Antioquia (Collaboration)
- University of the Andes (Collaboration)
- Royal University of Law and Economics (Collaboration)
- University of Cape Town (Collaboration)
- Lahore University of Management Sciences (Collaboration)
People |
ORCID iD |
| Julia Paulson (Principal Investigator) | |
| Tania Saeed (Co-Investigator) |
Publications
Adebo A
(2022)
Critical Approaches to Heritage for Development
Bermeo J
(2022)
Critical Approaches to Heritage for Development
Chan Dzul YN
(2023)
BlogJAM: U kúuchil kaambal kuxtal: School for life
Chantha B
(2023)
Violent Past Teaching Manual
Fatima R
(2023)
Illustrated curricular resource pack
Islam A
(2023)
Nespaper article: Shadowlands-filming the grief of Lyari
Manning P
(2024)
Reparative remembering for just futures: History education, multiple perspectives and responsibility
in Futures
Muñoz Rojas C
(2023)
OUR SHORE teaching guide for teachers
Nwako Z
(2023)
Doing harm: the impact of UK's GCRF cuts on research ethics, partnerships and governance
in Global Social Challenges Journal
Odetallah A
(2023)
Jerusalem's Cultural Resilience against Israeli Efforts at Erasure
Odetallah A
(2023)
Policies on Settler Invasions of Al-Aqsa
Odetallah A
(2023)
"Silicon Wadi":How the Scheme to Take Over Jerusalem is Being Realized
Parsons K
(2021)
Where was the colonial history in our education
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
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
Septembre S
(2023)
BlogJAM: Mosqoy: Our Dream of a More Inclusive Peru
| Title | "Escuela para la vida" ("School for life") |
| Description | School for Life is a mutual learning process with the children of Sanahcat. This is their journey |
| Type Of Art | Film/Video/Animation |
| Year Produced | 2023 |
| Impact | Increases engagement to a wider audience 20 views |
| URL | https://www.youtube.com/watch?v=IqwqeBQwB40 |
| Title | "Habitemos nuestra lengua viva" ("Let's speak our living language") |
| Description | U Yich Lu'um A.C. is a grassroots organization located in Sanahcat, Yucatán, whose endeavours to encourage community learning, life territories and agroecology. For more than 10 years, it has worked with and for the children in their town with the U Kúuchil Kambal Kuxtal (School for Life) where children can learn, play and explore the mountain, as well as the language and identity of their people. |
| Type Of Art | Film/Video/Animation |
| Year Produced | 2023 |
| Impact | Increases engagement to a larger audience. |
| URL | https://edjam.network/u-kuuchil-kaambal-kuxtal-school-for-life-video-community-learning-life-territo... |
| Title | "La Lucha de Sak Lol" ("Sak Lol's Struggle") |
| Description | A story entitled Sak Lol, which is a collective creation of Mayan girls that addresses the importance of making the right decisions in order to achieve a dignified life without violent impositions. We used the Japanese Kamishibai method in a wonderful process in which the girls reflected on the social conditions of their context. This story is being told in Mayan communities and schools all over Yucatan. |
| Type Of Art | Creative Writing |
| Year Produced | 2023 |
| Impact | Increases enagement to a wider audience |
| URL | https://edjam.network/wp-content/uploads/2023/11/La-lucha-de-Sak-lol.pdf |
| 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 | Cartoon: A Tale of Two Sisters |
| Description | The memorialisation in cartoon form of heroines Krotoa and Nonkuthula Simelane. Nokuthula was abducted by apartheid security police more than 20 years ago, and her mother has been fighting a legal battle since for justice. The cartoon was illustrated by André Trantraal and Ashley Marais. The text is also created by André, a writer, political cartoonist, and translator from Cape Town. |
| Type Of Art | Artwork |
| Year Produced | 2023 |
| Impact | Engagement with a larger audience including children. |
| Title | Castle Chapel Installation - The Rain of a Weeping River |
| Description | The EdJAM funded project Unfinished Business: Disruptive Narratives of South Africa's Abusive Past" set out to promote and support critical engagement with the fault-lines in the implementation of transitional justice in South Africa. |
| Type Of Art | Artwork |
| Year Produced | 2022 |
| Impact | This artistic installations brought about discussions about bias in commemorative practice to a broad audience of memory makers and citizens with diverse background;. |
| URL | https://www.unfinishedbusiness.org.za/projects/art_installation_project_details/ |
| Title | Decolonizing History Programme |
| Description | Creation of an Urdu Lughat (dictionary/translation), documenting subaltern and indigenous resistances to colonialism, and initiating dialogues about global systems of violence and recognizing the interconnectedness of decolonial movements globally. Two animated short documentaries, "Decade of Development" and "Punishable Bodies: A gender study of 1971". |
| Type Of Art | Film/Video/Animation |
| Year Produced | 2023 |
| Impact | Despite facing challenges like political unrest and internet shutdowns in Pakistan, the project persevered. The content was shared on social media platforms (https://www.instagram.com/hashiyaonline/?igshid=MzRlODBiNWFlZA%3D%3D), predominantly reaching young university students and engaged citizens: Urdu posts garnered more engagement than English ones, aligning with the project's goal of enriching the understanding of history. The project's impact is not limited to digital platforms; the animated documentaries were screened at events in Lahore and the UK with a discussion afterwards which led to meaningful conversations about negotiating our pasts and collectively building toward a more just future. |
| URL | https://edjam.network/project/decolonizing-history-programme/ |
| Title | Docuseries: The Looking Glass |
| Description | A review playlist for the 6 episodes of the docuseries commissioned under EdJAM CPGS0045: Embracing Social Identities. The docuseries is titled The Looking Glass and explores themes of power, gender, and history in the context of Pakistan. |
| Type Of Art | Film/Video/Animation |
| Year Produced | 2023 |
| Impact | Increase engagement to a wider audience 153 views |
| URL | https://www.youtube.com/playlist?list=PLgeNH3TLLaIPtJzSGmjJ6rnnpk3oT-4ST |
| 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 | Graphics to decolonise memory: creative pedagogies between the street, the pavement and the academy |
| Description | A short video recording the 2023 Palabreras & Callejeras art exhibition in Bogotá, Colombia. The art exhibition was a collective creation of posters, to narrate the memory of injustice and the violent past in Colombia, specifically in Bogotá, Urabá, Putumayo, and Caquetá. Palabreras & Callejeras aims to contribute to the construction of a decolonial paradigm that includes new ways of investigating, remembering and demanding justice for the violent past/present, and that also allows the rural and urban population to express and replicate individual and collective memories, without revictimizing or hindering the mourning processes that have been fought throughout the internal armed conflict. Through the use of poster art, a creative, resilient, poetic, and political memory is constructed in contrast to the authoritarian memory portrayed in hegemonic media. Palabreras & Callejeras, in English means "Female street wanderers and talkers" Exhibition held on 14 December 2022 to 15 March 2023 at Centre for Memory, Peace and Reconciliation, Bogota, Colombia |
| Type Of Art | Artistic/Creative Exhibition |
| Year Produced | 2022 |
| Impact | Increase engagement to a wider audience |
| URL | https://edjam.network/palabreras-callejeras-bogota-art-exhibition-video/ |
| Title | How to get ready to narrate with thread and needle? |
| Description | A short audio-visual piece, serving as pedagogical resource groups interested in textile narrative. |
| Type Of Art | Film/Video/Animation |
| Year Produced | 2023 |
| Impact | Increases engagement with a wider audience 15 veiws |
| URL | https://www.youtube.com/watch?v=WtiwYxq8fsU&ab_channel=destejiendo |
| Title | Intimate Cartographies in Community reel 2 |
| Description | "Intimate Cartographies in Community engages 16-18 year-old high school students in experiential tours in a suburb of the city of Buenos Aires as a way to reflect on modes of living in their neighbourhood. Our visits highlight sites of memory in order to contemplate how experiences of trauma and community are anchored both in spaces of refuge and of incommensurable suffering. This is clear in the case of a building that functioned as a camp of concentration and extermination during the 1976-1983 military dictatorship. Taking this experience as a point of departure and through the work in a series of artistic workshops (podcast, mural painting, photography, creative writing) and a workshop on archival research, the students create their own cartographies. These cartographies are intimate and personal but created in community. In them, students recognize the traces of the past in the present, and they include in daily life the cycle of memory not only about traumatic experiences of the past but also of moments of refuge and community. We understand territory as a place of coexistence of the past with the present and we extend a glance towards the future with concerns about racism, enduring inequality, the devastation of the environment and the lack of adequate housing. The project has been welcome by teachers, school administrators, and members of human rights, environmental protection, and cultural heritage organizations. " |
| Type Of Art | Film/Video/Animation |
| Year Produced | 2023 |
| Impact | Increases engagement to a wider audience 15 veiws |
| URL | https://youtu.be/O9ydKURwtEA?si=ai4Gz6BX-cHOeqHr |
| Title | Intimate Cartographies in Community - reel 3 |
| Description | Experiential activity Higher Normal School Antonio Mentruyt |
| Type Of Art | Film/Video/Animation |
| Year Produced | 2023 |
| Impact | Increases engagement to a wider audience 8 views. |
| URL | https://youtu.be/krTFmwLc7Ac?si=_1STxW67B1IbKFW9 |
| Title | Intimate Cartographies in Community reel 1 |
| Description | Cartografías íntimas en comunidad (Intimate Cartographies in Community) aims to promote experiences of democratic, egalitarian and a fair use of public space in violence-affected areas of Buenos Aires, and to inspire forms of harmonious and ethical coexistence within the community. The project will create a reflective and creative model of community-centred teaching and learning that will address the issue of state terrorism at a local level, with a view to being used by secondary school students and secondary school teachers. |
| Type Of Art | Film/Video/Animation |
| Year Produced | 2023 |
| Impact | Increases engagement to a wider audience 13 views |
| URL | https://youtu.be/f5gqZwDQxV8?si=oJ0XOeCNQ3FIJVHw |
| 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 | Lukodi Community Memory Center Documentary |
| Description | Located in Gulu District, Northern Uganda, The Lukodi Community Memory Center helps to promote memory and healing for conflict survivors of the 2004 massacre perpetrated by rebels of the Lord's Resistance Army (LRA) in Lukodi Village. In the center you will find profiles of victims, artifacts, and information about the conflict in northern Uganda. |
| Type Of Art | Film/Video/Animation |
| Year Produced | 2023 |
| Impact | Has made the centre a place where the memory of the past is preserved and cultural education in the form of traditional practices, may be taught to the community. In addition, the digital, online presence would make the Memory Center (https://www.youtube.com/watch?v=xoew1Ykgkb8) a site of learning about the war and its effects in northern Uganda to all of Uganda and an international audience (https://www.youtube.com/watch?v=u_bJBhqFrLM https://www.facebook.com/fjdi.org/). In this way, artefacts and documents can be catalogued and shared digitally for learning and potential research. |
| URL | https://www.youtube.com/watch?v=CSKx0TBsXfk |
| Title | Lukodi war massacre memorial #prayer day @19years |
| Description | For the first time since the start of remembering of the massacre on 19th May, 2005 the Memorial Day was held on a different date (Friday 26 May) but this was to ensure for the first time a high profile representative from the government could attended. Lukodi village was among the African villages affected by the Lord's resistance Army (LRA) war as it experienced one of the biggest massacres in Africa on the morning of 19th May, 2004. Northern Uganda had one of the longest African conflicts from the LRA war led by Konyi. This films documents the day and survivors testimonials. |
| Type Of Art | Film/Video/Animation |
| Year Produced | 2023 |
| Impact | Many survivors of the war never told their stories - it was too painful they would rather forget. These memorial days allow more survivors to come forward and this folm allows a larger audience to hear their stories. War testimonies are shared to ensure communities do not forget and repeat mistakes. |
| URL | https://www.youtube.com/watch?v=6ObaVX-lwJg |
| Title | Maroon Memory Bank and Traditional Maroon Hut |
| Description | The memory bank is hosted in a newly renovated building and provides space for visitors to learn about Maroon history and culture through photos, artwork, handcrafts, musical instruments, treaty and land information and filmed interviews with our Elders and youth. This space is a living historical archive where we will continue to add artefacts that represent the history and daily lives of the Maroon people of Jamaica. the traditional hut, built with intergenerational cooperation using traditional methods and materials, provided an important educational experience during construction and continues to stand as a space where the group can gather to learn about and celebrate Maroon history and culture. |
| Type Of Art | Artistic/Creative Exhibition |
| Year Produced | 2023 |
| Impact | These outputs allow engagement with a much wider audience - groups from schools and the general public can visit. |
| URL | https://edjam.network/blogjam-the-accompong-maroon-youth-culture-camp-memory-bank-for-the-born-and-t... |
| 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 | Narrative walkways |
| Description | A short audio-visual piece, serving as pedagogical resource groups interested in textile narrative. |
| Type Of Art | Film/Video/Animation |
| Year Produced | 2023 |
| Impact | Increases engagement with a wider audience 22veiws |
| URL | https://www.youtube.com/watch?v=DVZli2-8QeM&t=233s&ab_channel=destejiendo |
| Title | Online Exhibition on Samroung Knong Memory Sketch of Crime Site |
| Description | An online exhibition to reconstruct the memory of Sarong Knong, a former security centre, through arts and dialogues for educating and healing victim-survivors and non-recurrence of mass atrocity in Cambodia. |
| Type Of Art | Artistic/Creative Exhibition |
| Year Produced | 2023 |
| Impact | The Samroung Knong Memory Sketch has been implemented successfully with the active participation of the target beneficiaries. The project engaged 8 university students in documenting the oral history of Samroung Knong, through capacity building on oral history, memory, and interview techniques. The project also engaged 435 participants in developing project awareness, including victim-survivors, community youth, high school students, and other relevant stakeholders. This has led to: Increased the knowledge among young Cambodians on the Cambodian past; Empowered young people to critically reflect on the past; Provision of a safe space for victim-survivors to share their experiences and to engage |
| URL | https://demo.yfpcambodia.org/exhibition |
| 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 | Palabreras y Callejeras YouTube channel |
| Description | Videos highlighting the work of the project Video 1 - summarises our experience at the Festival Vida y Memoria II, in the city of Neiva, Huila. Video 2 - Artistic residency at Peregrino Printlab with 5 territorial artists, as part of the project "Graphics for decolonising memory: creative pedagogies between the street, the pavement and the academy" Video 3 - Exhibition "Graphics to decolonise memory: creative pedagogies between the street, the pavement and the academy". |
| Type Of Art | Film/Video/Animation |
| Year Produced | 2023 |
| Impact | Increases engagement to a wider audience 79 view |
| URL | https://www.youtube.com/@Palabrerasycallejeras |
| Title | Podcast Series Sound series: Our Shore |
| Description | This is an accompanying series to the teaching guide and explores further the stories of a territory that is talked about a lot but to which very little is heard |
| Type Of Art | Composition/Score |
| Year Produced | 2023 |
| Impact | This increases the engagement of the content to a wider audience. |
| URL | https://nuestraorilla.co/episodios/ |
| Title | Reflexivity on (un)weaving |
| Description | A short audio-visual piece, serving as pedagogical resource groups interested in textile narrative. |
| Type Of Art | Film/Video/Animation |
| Year Produced | 2023 |
| Impact | Increases engagement with a wider audience 11 veiws |
| URL | https://www.youtube.com/watch?v=nkJaLB4XZW4&ab_channel=destejiendo |
| Title | Shadowlands - a documentary about life after conflict in Lyari, Karachi |
| Description | One of the oldest settlements in Karachi, Lyari has been the site on-going violence between political parties, criminal gangs and law enforcement agencies since the early 2000s. Because of this, Lyari has been labelled as one of several 'no-go areas' in the city. However, residents of Lyari tell a different story, referring to this area fondly as 'Karachi ki maan' or the mother of Karachi. While the conflict has gradually subsided since a state-led Operation was launched in 2013, this came with its own violence, with many residents losing family members to extrajudicial killings ('encounters'). Many others are still in prison for alleged involvement in the gangs. Shadowlands follows two residents of Lyari, Amna Baloch and Nawaz Laasi, both of whom have lost family members to gang violence and police encounters. Through telling their stories, Shadowlands sheds light on the on-going ramifications of violence and questions whether peace has truly been achieved for the people of Lyari. |
| Type Of Art | Film/Video/Animation |
| Year Produced | 2023 |
| Impact | Increased engagement to a wider audience |
| URL | https://shadowlandsthefilm.org/ |
| Title | Six illustrated short stories exploring themes of acceptance, knowledge, language, power, gender, and histories. |
| Description | The short stories collection was used to capture the themes of the project in a medium accessible to readers aged 11 and above. This developed an e-storybook with six short stories and 25 illustrations. Working with community consultants, illustrators, and a writing team to feature themes of power, gender, knowledge production, and justice through magical realism. |
| Type Of Art | Creative Writing |
| Year Produced | 2023 |
| Impact | Increased engagement with a wider audience |
| URL | https://drive.google.com/file/d/1WW9XfPk8ydi5xTWcewc0fOCGWUMbnJqr/view?usp=sharing |
| 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/ |
| Title | Tejer y Destejer [Weaving and Unweaving], produced by Cerosetenta - three podcasts |
| Description | At Cerosetenta we don't just tell the news, we explain the national reality through an encounter between academic research and journalistic storytelling. At Cerosetenta we want to be the "second best reading" for those who seek to understand the national agenda. We are not the place to find out the news, we are the place to understand it. That is why our mission is to provide our users with content that has narrative power, interpretative frameworks and generates sensitivity. Podcast 1 Setting sail: a saying about a ship that drops its anchor and sets off on a voyage. In the inaugural episode of the podcast, Juli Salamanca talks to Ivan Danilo Donato, a film enthusiast and trans rights activist, in an intimate dialogue that focuses on Ivan Danilo's early transition during the pandemic, with no access to reliable information or dignified medical treatment. Podcast 2 Shelter: a place where a ship finds refuge from currents and storms. Three friends - Juli Salamanca, the lawyer Mati González and the sociologist and historian Lina Quevedo - talk in the second episode of Navegantes about love, friendship and sex in an honest, humorous and unprejudiced way. Podcast 3 Derrotero: a saying about the signposts that a navigator writes down before a voyage to ensure that his ship is on the right track. Silvestre Barragán, the guest on the third episode of Navegantes, is an artist and co-director of ALCE, an initiative against psychiatric violence. The topic of conversation: the mental health of trans people and the need to break with the logics of punishment and normalisation. |
| Type Of Art | Composition/Score |
| Year Produced | 2023 |
| Impact | Increases engagement with a wider audience |
| URL | https://open.spotify.com/show/54nKZHI6rVTWBIPuTDA63x |
| Title | Textile narrative |
| Description | A short audio-visual piece, serving as pedagogical resource groups interested in textile narrative. |
| Type Of Art | Film/Video/Animation |
| Year Produced | 2023 |
| Impact | Increases in engagement to a larger audience 63 views |
| URL | https://www.youtube.com/watch?v=hPeoFeQB_NA&ab_channel=destejiendo |
| Title | Textile narratives, a tool allowing social dialogue |
| Description | A short audio-visual piece, serving as pedagogical resource groups interested in textile narrative. |
| Type Of Art | Film/Video/Animation |
| Year Produced | 2023 |
| Impact | Increases engagement with a wider audience 9 Veiws |
| URL | https://www.youtube.com/watch?v=q1ae_plmUjw&ab_channel=destejiendo |
| Title | Textile resonance |
| Description | A short audio-visual piece, serving as pedagogical resource groups interested in textile narrative. |
| Type Of Art | Film/Video/Animation |
| Year Produced | 2023 |
| Impact | Increases engagement with a wider audience 17 Views |
| URL | https://www.youtube.com/watch?v=E3BcWaEfu2c&ab_channel=destejiendo |
| Title | The richness of collective spaces for embroidery |
| Description | A short audio-visual piece, serving as pedagogical resource groups interested in textile narrative. |
| Type Of Art | Film/Video/Animation |
| Year Produced | 2023 |
| Impact | Increases engagement with a wider audience 24 views |
| URL | https://www.youtube.com/watch?v=ZzwaUHvuHhU&ab_channel=destejiendo |
| Title | Unfinished Business Podcast Series |
| Description | These podcasts follow a series of themes including: * the reopening of historic cases for prosecution * the intergenerational fight for reparations * performance and public art as a contestation of publicly untransformed memories and spaces * youth and Transitional Justice in South Africa * lessons South Africa can learn from the African continent. |
| Type Of Art | Composition/Score |
| Year Produced | 2023 |
| Impact | Engagement of a larger audience |
| URL | https://soundcloud.com/h-scanlon/sets/unfinished-business-south-africa-podcast-series?si=42ff013f2a5... |
| 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 | A policy guide on "Addressing violent pasts through education", |
| Amount | $12,800 (USD) |
| Funding ID | Contract N°: 4500471458 |
| Organisation | United Nations Educational, Scientific and Cultural Organization |
| Sector | Academic/University |
| Country | France |
| Start | 09/2022 |
| End | 08/2023 |
| 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 | 03/2020 |
| 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. EdJAM Funding Phase II: CLSI06 PI Sopheap Chea The Early Sign of the Khmer Rouge Atrocity: Recalling Memory of M-13 through Documentary Film £20,000.00 |
| Collaborator Contribution | Project Partner: 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. https://edjam.network/project/app-learning-on-the-khmer-rouge-history/ Phase II This project will develop a documentary film to improve Bophana young filmmakers' knowledge of Khmer Rouge history and raise public awareness of M-13, a former security office during the Civil War, before the Khmer Rouge took power. https://edjam.network/project/the-early-sign-of-the-khmer-rouge-atrocity-recalling-memory-of-m-13-through-documentary-film/ |
| 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. Phase II Outputs yet to be finalised |
| 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. Additionally Engage Pakistan also received the following grants: Phase I: CFPSG0060 PI Arafat Mazhar Decolonizing History Program £7,200.00 extension funding £12,500.00 Phase II: CLSI11 PI Arafat Mazhar Resisting Erasure & Homogenization: A Hashiya Textbook £19,602.00 |
| 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. In Phase I, through animated history explainers, posters and infographics, Engage Pakistan takes on pasts silenced by state curriculum and an inaccessible Western academe by translating and disseminating alternative histories in the Urdu language. They created a space for our viewers to recognise the importance of learning about these pasts, to gain tools to critically reflect upon the silencing of histories, and to acquire insight into how legacies of violent incidents from the past continue to impact and haunt South Asian communities in the present. https://edjam.network/project/decolonizing-history-programme/ In Phase II of the EdJAM funding call Engage Pakistan broades horizons for a primarily Urdu-literate audience forward by seeking to engage middle-school students across Pakistan through an alternative, interactive, electronic textbook that revolutionizes core elements of official history education which is mired in erasing a multitude of Pakistani voices and realities from its presentation of the Pakistani past. https://edjam.network/project/resisting-erasure-homogenization-a-hashiya-textbook/ |
| Impact | Through animated history explainers and short films, Engage Pakistan takes on intergenerational trauma by examining violent incidents that impacted communities in South Asia. They 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 creates a space for viewers to engage in a more empathetic examination of these violent histories and the way their legacies impact communities today. |
| 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: EdJAM Phase I funding: 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 https://edjam.network/project/unravelling-views-tools-for-a-pedagogy-of-peace-and-social-dialogue-in-colombia/ EdJAM Phase II funding: CLSI18 PI Beatriz Elena Arias López Latin America regional event £19,870.42 |
| Collaborator Contribution | Phase I 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. Phase II Facilitating the Latin America Regional Event - Four Days of Mutual Learning and Good Vibes https://edjam.network/blogjam-latin-america-regional-encuentro-four-days-of-mutual-learning-and-good-vibes/ |
| Impact | Phase I Digital platform Videos - Textile narrative Video: Textile resonance Video: How to get ready to narrate with thread and needle? Video: The richness of collective spaces for embroidery Video: Textile narratives, a tool allowing social dialogue Reflexivity on (un)weaving Narrative walkways Podcast. Tejer y Destejer [Weaving and Unweaving], produced by Cerosetenta podcast Phase II Successful event bringing together the seven Latin American EdJAM funded projects to share their approaches to dealing with the violent past in their communities. This was also an opportunity to get to know each other in person after a year of online meetings, and to discuss future collaborations. |
| 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/ LUMS received the following grants under edJAM Phase I funding: CFPSG0005: PI Dr. Nida Kirmani Memories of Conflict: Healing from Lyari's Violent Past £14,180.70 extension funding £11,044.16 https://edjam.network/project/memories-of-conflict-healing-from-lyaris-violent-past/ CFPSG0045 PI Dr Ali Raza Embracing Social Identities £21,463.21 extension funding £12,500.00 https://edjam.network/project/embracing-social-identities/ |
| 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. 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. |
| Impact | Project Partner: Successful EDJAM Network Plus award. Development of collaboration with Engage Pakistan. Disciplines involved: management, education, feminism, history Pakistan Children's Series - Beautifully illustrated stories of historical and contemporary figures EdJAM Phase I Funding: CFPSG0005: PI Dr. Nida Kirmani Memories of Conflict: Healing from Lyari's Violent Past Documentary Film National and international Film Screening events Newspaper article Website CFPSG0045 PI Dr Ali Raza Embracing Social Identities Two-day research symposium and community meet event Six episode docuseries (60m runtime) Six illustrated short stories Illustrated curricular resource. Knowledge database (hosted on a password-protected website) Reflexive activity for students Journey map to utilise docuseries in coursework. Reading list for supplementary resources |
| 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: EdJAM Phase I funding: CFPSG0015 PI Mónica Szurmuk Cartografías íntimas en comunidad. Intimate Cartographies in Community £23,820.11 extension funding £12,500.00 https://edjam.network/project/intimate-cartographies-in-community/ EdJAM Phase II funding: CLSI08 PI Mónica Szurmuk Aprendizajes y Futuro: Cartografías íntimas en comunidad / Learning and the Future: Intimate Cartographies in Community £12,500.00 https://edjam.network/project/learning-and-the-future-intimate-cartographies-in-community/ |
| Collaborator Contribution | Phase I: 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. Phase II: "Learning and Future", aims to consolidate the work done through a series of learning tools that will facilitate the implementation of transitional justice and memory models in the classroom. |
| Impact | Phase I funding: Five publications Collaborations were established with: Lomas de Zamora Council; National Directorate of Museums; Other HE institutions; Provincial Commission for Memory (La Plata, Buenos Aires); MagNa museum, National University of Lomas de Zamora; Jewish community, Lomas de Zamora Tour through the district visiting sites of memory linked to State terrorism and the appropriation of children, as well as an ecological reserve and the institution in charge of its protection. Student participation in the Sciences and Humanities Fair at the National University of San Martín with the creation and exhibiting murals, podcasts and fanzines |
| 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: EdJAM Phase I funding: CFPSG0034 PI Dr. Catalina Muñoz Co-creation of Storytelling and Listening Pedagogies for Peacebuilding in Colombia £22,304.82 extension funding £12,500.00 https://edjam.network/project/co-creation-of-storytelling-and-listening-pedagogies-for-peacebuilding-in-colombia/ |
| 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 | Phase I outputs: Website Podcast Series Didactic guide for teachers |
| 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: EdJAM Phase I funding: CFPSG0038 PI Dr. Justin Sheria Nfundiko Uprooted: co-creating an educational timeline addressing the violent past £ 21,701.36 extension funding £12,500.00 https://edjam.network/project/uprooted-co-creating-an-educational-timeline-addressing-the-violent-past/ EdJAM Phase II funding: CLSI13 PI Dr. Justin Sheria Nfundiko Rooting 'Uprooted' £19,996.88 https://edjam.network/project/rooting-uprooted/ |
| 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: EdJAM Phase I funding: CFPSG0052 PI Dr Helen Scallon Unfinished Business: Memory and Counternarratives to the Rainbow Nation £21,300.00 extension funding £12,500.00 https://edjam.network/project/unfinished-business-memory-and-counternarratives-to-the-rainbow-nation/ |
| 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 | Phase I out[puts: March 2024 Trantraal, Capitaine and Scanlon have been accepted to deliver at the Conference on Victims and Transitional Justice Participation. Mobilization. Resistance. Collaborations and partnerships with the Castle of Good Hope and the Foundation for Human Rights Further funding for The Foundation for Human Rights funded two of the podcasts Led a series of educational tours of the Castle of Good Hope - developed a two-day course using the educational tools created Created cartoons and podcasts which have been used in advocacy work by the Foundation for Human Rights and are available on their website Created project website |
| 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/ |
| Title | Palabreras & Callejeras Instagram - Artistic and social research collective |
| Description | Instagram account to which is regularly updated |
| Type Of Technology | Webtool/Application |
| Year Produced | 2023 |
| Impact | Increases engagement to a wider audience |
| 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 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 | 2023 |
| Description | Launch event and Q&A for academic articles by Grassroots Jerusalem on the issue of Economy, Culture and Al-Aqsa Mosque |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Public/other audiences |
| Results and Impact | An event was held with our partner organisation The Educational Bookshop, that launched the articles and talked about the project with the aim to speed the spread of the outcomes of the project and the use of them. |
| Year(s) Of Engagement Activity | 2022 |
| URL | https://edjam.network/project/knowledge-as-a-tool-for-liberation-economy-and-culture-as-violent-colo... |
| 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 | National and international Film Screening events fr Shadowlands |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Other audiences |
| Results and Impact | three screenings in Lyari, six in Karachi, other cities in Pakistan including Islamabad and Lahore. The screenings/discussions in Pakistan were held largely in Urdu. USA: Columbia University, University of Texas Austin, Stanford University, University of Massachusetts, Brown University, Brandeis University, College of Wooster, Outrage bookstore (Washington DC), Harvard University UK: University of Birmingham, University of Bristol, Manchester University and Oxford University. Georgetown University, Qatar, NYU Abu Dhabi, Hong Kong University,Geneva Graduate Institute |
| Year(s) Of Engagement Activity | 2023,2024 |
| URL | https://edjam.network/event/shadowlands-documentary-film-screening-and-talk-with-dr-nida-kirmani-bri... |
| 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 | 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 | 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/ |