Report from PRAXIS & the UK National Commission for UNESCO on Heritage, Mental Health and Wellbeing. The report features key insights, recommendations, and case studies from Dr Karina Croucher, Dr Adrian Evans, Prof Raghu Raghavan, Prof Owen Green, Prof Andrew Wilson, and Dr Beverley Costa.
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Brief report from the PRAXIS and UK National Commission for UNESCO conference 'Heritage and Our Sustainable Futures' session on 'Using Digital Technology to Innovate' (Oct 2021). The report features key insights, recommendations, and case studies from Isatu Smith, Prof Paul Basu, Prof Tim Unwin, and Prof Mohamed Gamal Abdelmonem.
Report Issue 4 from PRAXIS & the UK National Commission for UNESCO on Reducing Inequalities & Decolonising Heritage Practices: the important of people-centred approaches. The report features key insights, recommendations, and case studies from Dr Carly Bagelman, Liverpool Hope University, and Tesfalem H. Yemane, PhD Researcher at the School of Sociology and Social Policy, University of Leeds.
Issue 3 report brief from the PRAXIS and UK National Commission for UNESCO conference 'Heritage and Our Sustainable Futures' session on Re-thinking Capacity Strengthening for Sustainable Development. The report reflects on harnessing the potential of heritage to rethink current approaches for local capacity strengthening for sustainable development, from formal and informal education, to training and other learning activities. The report features key insights, recommendations, and case studies from Eugene Jo, Dr Nelson Mlambo, Prof Loredana Polezzi, Alfonse M. D’Amato, Judith Hall, and Helen Jones.
PRAXIS is delighted to announce the launch of a new policy brief: ‘Beyond Tokenism: Empowering Young People through Arts-based Approaches. Looking at youth-focused participatory research from across the GCRF, this new policy brief reflects on the value of innovative, creative arts-based research approaches for engaging young people and promoting youth voices in ways that go beyond tokenism, and calls for increased, sustainable funding in these areas.
A summary of Mr Klaje's visit to the UK, March-May 2022. Including workshops in Belfast, Glasgow, Edinburgh and Leeds
This article by Henry Redwood, Tiffany Fairey, and Jasmin Hasić provides an analytical case study of a participatory youth-led filmmaking project in Bosnia and Herzegovina. Using the conceptual framework of hybridity, it critically considers whether and to what extent youth centred, participatory arts projects can facilitate the emergence of a positive hybrid peace.
Engage Journal 45: Class and Inequality explores issues of class, socio-economic disadvantage and inequality in relation to gallery education and engagement programmes and the related sector. Read Permanent crisis of visibility: Young working-class Capetonians in Zeitz MOCAA from the CTS Large Grant ImaginingOtherwise project team, Aylwyn Walsh, Ashley Visagie, and Helene Rousseau.
Si bien los métodos digitales han existido durante algún tiempo, la pandemia de COVID-19 ha requerido que proyectos en todo el mundo se muevan a la esfera digital y adapten sus enfoques en consecuencia. En el nuevo ¿Cuál es la verdad? En el informe del proyecto, el equipo del proyecto reflexiona sobre su aprendizaje en relación con la interacción digital con los jóvenes que han sido "marginados" (en términos de desigualdades estructurales y ubicaciones) y viven en contextos que se consideran "frágiles" debido a la violencia y el conflicto.
While digital methods have been around for some time, the COVID-19 pandemic has required projects around the world to move to the digital sphere and adapt their approaches accordingly. In the new ¿Cuál es la verdad? project briefing, 'Participatory digital methodologies with young people in “fragile” contexts' the project team reflect on their learning in relation to engaging digitally with young people who have been ‘marginalised’ (in terms of structural inequalities and locations) and live in contexts that are considered ‘fragile’ due to violence and conflict. Participatory digital methodologies with young people in “fragile” contexts
Read the latest publication from Nub Raj Bhandari, a Phase 2 Partner on Interpreting Civic National Values (Kenya), titled 'To what extent does religious orientation and educational attainment deform gendered attitudes between wives and husbands?'
Nub Raj Bhandari, from the Janaki Women Awareness Society and co-investigator of one of our Phase 2 projects, investigates the causality between school attendance and likelihood of child marriage in Nepal, in an article recently published in the Journal of International Women's Studies (2019).
Connective Memories is a participatory arts research project on the topic of Isangizanyankuru (meaning shared stories and memories in Kinyarwanda), codesigned, co-delivered and evaluated by 10 young people and 6 adult facilitators in Rwanda, in collaboration with the Institute of Research and Dialogue for Peace and Uyisenga Ni Imanzi.
Collaboratively designed arts-based Virtual Reality space with a focus on sharing best practices on Peace Education via CTS research in East Africa. Created by Follow on Fund Project, Consolidation, Learning and Evaluation in Kenya and Rwanda.
Find out more about the Changing the Story Consolidating Learning project CoLearnSEE. Highlights projects across South Eastern Europe
ACT – Arts, critical thinking & active citizenship (Kosovo): Watch the final cut of the animation created by the Boom Zine 'proof of concept' project which looks at the development of the rock and roll scene in Kosovo in the 1980s.
This is a short animation created by Samjhana Balami (a member of the Changing the Story Youth Education Board), introducing Creative Education Corner, a collective of three members of the Youth Research Board interested in the question, 'does the education system equip us for our future?'
Opera Circus, a performing arts organisations in the UK worked with Changing the Story with a small project in Bosnia and Herzegovina called Izazov! (provocation/challenge). 4 films were made by 5 young people from BiH, UK and Italy which expressed their concerns about their lives, their families and their future. None of them were trained in the making of documentary films. Robert Golden professional photographer and film maker mentored the process which was researched by 3 academics from Kings College London and Sarajevo School of Science and Technology. CtS was led by Leeds University UK.
As part of Changing the Story’s Phase One activities in Cambodia, this critical review and project reflection explores the use of arts within attempts to redress and remember experiences of the Khmer Rouge, with a particular focus on the varying participatory and educational methods employed therein. We necessarily and deliberately employ a broad definition of ‘participation’ in order to sensitise readers to the variety of ways participation has been integrated and mobilised in the work of both state and civil society led initiatives. The critical review then turns to reflect on the work of Changing the Story through our collaboration with the Documentation Center of Cambodia (DC-Cam). Specifically, we seek to draw lessons from the introduction of participatory filmmaking approaches to DC-Cam’s Anlong Veng Peace Tours initiatives from April to December 2018.
In March 2018, Prof Chaya Herman, Dr Charity Meki-Kombe and Prof Stuart Taberner conducted a critical evaluation and review of Changing the Story Phase 1 project 'The Change-makers.' The report comprises of three sections: The context around The Change-makers programme, a critical evaluation and review report, and finally, the Change-makers programme roll out through 'train the trainer' workshops report, providing an in-depth and fascinating insight into, and evaluation of, one of Changing the Story's original projects.