Tribal Education Methodology (TEM) is designed to have a meaningful intervention into tribal education and state curriculum of Kerala. Unlike earlier initiatives that promoted alternative educational models that ran parallel to the State curriculum, TEM attempts to integrate the tribal arts, culture, oral traditions of knowledge to restructure the state school curriculum. The activities of the project are aimed at lessen the gap in scientific research in the field to empower tribal pedagogy as a tool for decolonising the education for transformative learning. The District of Wayanad has five Model Residential Schools (MRS) for tribal young learners and all the activities of the project are initiated in all MRS.
The following footage is taken from the Tribal Education Methodology Theatre Workshop.
Tribal Education Methodology (TEM) is designed to have a meaningful intervention into tribal education and state curriculum of Kerala. Unlike earlier initiatives that promoted alternative educational models that ran parallel to the State curriculum, TEM attempts to integrate the tribal arts, culture, oral traditions of knowledge to restructure the state school curriculum. The activities of the project are aimed at lessen the gap in scientific research in the field to empower tribal pedagogy as a tool for decolonising the education for transformative learning. The District of Wayanad has five Model Residential Schools (MRS) for tribal young learners and all the activities of the project are initiated in all MRS.
The video features youth collaborators on the Tribal Education Methodology project.
Tribal Education Methodology (TEM): Sustainable Education through Heritage and Performance is a Phase 2 Large Grant project in India. Watch the final project film, 'Onru Nillava.'
ReSpace investigates how concepts of space, through arts-based participatory methods, can engage the ‘post-memory’ generation (Hirsch, 2008) in Rwanda and Kosovo to reimagine specific sites of memory.
Chaired by ReSpace Principal Investigator Dr. Paula Callus, this symposium offered a chance to hear from partners across Rwanda, Kosovo, and the UK involved in the ReSpace project.
Recording of Mr Klaje’s (Colombia) Music, Community and Environment workshop, 29th April, University of Leeds.
This workshop promoted collaborative work actions and intercultural scenarios among diverse students/participants, as a strategy of inclusion and promotion of Peace practices and environmental awareness. The workshop looked at playful and participatory methodologies, through music, dance and the construction of instruments with reused materials. This will promote collectivism and reflections on the importance of implementing inclusive behaviours and recognising diversity as a fundamental practice for the promotion of Peace.
La Verdad, created and performed by Cuál es la verdad? (Colombia). Cuál es la verdad? (What is the Truth?) De-constructing collective memories and imagining alternative futures with young people in Chocó through music and arts is a Phase 2 Large Grant project in Colombia.
Cuál es la verdad? (What is the Truth?) De-constructing collective memories and imagining alternative futures with young people in Chocó through music and arts is a Phase 2 Large Grant project in Colombia. Check out the audio-visual toolkit from the project.
Cuál es la verdad? (What is the Truth?) De-constructing collective memories and imagining alternative futures with young people in Chocó through music and arts is a Phase 2 Large Grant project in Colombia. Check out the audio-visual toolkit from the project.
'Street Art to Promote Representation and Epistemic Justice among Marginalized Rural Zimbabwean Youth' focuses on rural Binga, a significantly underdeveloped rural district located in Matabeleland North in Zimbabwe. The area is largely inhabited by the minority group Tonga people who have been subject to marginalisation, social violence and exclusion. The project seeks to document these experiences through participatory street art with the aim of encouraging social cohesion, making their experiences and knowledge visible, and contributing to epistemic justice. Carrington, a young collaborator on the projects talks about his graffiti art creation, which was exhibited in museums and galleries across Zimbabwe.
'Street Art to Promote Representation and Epistemic Justice among Marginalized Rural Zimbabwean Youth' is a Changing the Story Phase 2 ECR project. This is one of several films documenting the personal experiences of the Tonga youth who have been subject to marginalisation, social violence and exclusion, through street art designed and created by the young people themselves.
'Street Art to Promote Representation and Epistemic Justice among Marginalized Rural Zimbabwean Youth' is a Changing the Story Phase 2 ECR project. This is one of several films documenting the personal experiences of the Tonga youth who have been subject to marginalisation, social violence and exclusion, through street art designed and created by the young people themselves.
'Street Art to Promote Representation and Epistemic Justice among Marginalized Rural Zimbabwean Youth' is a Changing the Story Phase 2 ECR project. This is one of several films documenting the personal experiences of the Tonga youth who have been subject to marginalisation, social violence and exclusion, through street art designed and created by the young people themselves.
'Interpreting Civic National Values' aims to empower children in post-conflict settings to articulate their interpretations and shared communications of civic national values through their creation of a performance arts-based 'scheme of work' as a process of transformative learning for supporting local and global Civil Service Organisations (CSOs) in reducing poverty and advancing education for all, as part of the peace-building process. Watch the teams documentary film about the Nepal strand of the project.
This project sought to establish and strengthen channels of engagement between youth, CSOs, NGOs, and other stakeholders within the region of Southern Africa. Using Zimbabwe and South Africa as case study countries.
The following compilation video identifies and addresses the cross-cutting issues that emerged from the project as significant in the region and that work as either barriers or enabling factors for youth development. Hear from the Youth Agency, Civic Engagement and Sustainable Development (Southern Africa) project team: Melis Cin (Co-Investigator), Tendayi Marovah (Co-Investigator), Joshua Chikozho (Batonga Community Museum, Zimbabwe CSO partner).
