GCRF highlight notice: Education in Conflict and Protracted Crises
This is an AHRC Research Networking Scheme call.
This highlight notice is intended to encourage the development of research networking proposals which explore the contribution that arts and humanities research can make to education and learning in low or middle income country contexts affected by conflict and/or protracted crises. It also seeks to support the development of sustained international boundary crossing collaborations with Low and Middle Income Countries (LMICs) which receive Official Development Assistance (ODA) and/or with organisations which play an important role in supporting international development and/or education and learning in low and/or middle income countries.
Additional funding is being made available to support applications under this highlight notice as part of the allocation to the AHRC under the Global Challenges Research Fund (GCRF). Given that international collaboration with developing countries is central to this highlight notice, applications may seek up to £30,000 of supplementary funding specifically to enhance international activities, collaborations and participation (particularly in relation to LMICs) in addition to the normal £30,000 networking scheme limit.
In terms of education and learning we are open to proposals addressing any of (or any combination of)- but not limited to the following research areas:
- learning at any stage of, or across, the lifecourse/ all educational levels, including early years, school age, further, higher, workplace, vocational and adult education, lifelong learning, cross- and inter-generational and peer learning
- learning in any context, both formal and informal, including for example, learning in cultural, creative and heritage organisations / sites, learning in the home, family or community settings, learning in institutional contexts such as care homes, prisons etc., learning in digital environments, faith based learning systems, cross-boundary learning in diasporic communities, learning in transitory or displaced contexts (e.g. refugee camps), learning transitions and interactions between different contexts (e.g. home-school) etc.
- indigenous / local knowledges and skills development, indigenous learning cultures, assets and systems, indigenous languages, crafts and creative practices, inter-general transmission of local environmental knowledge, educational use of cultural artefacts, creative outputs or heritage sites, etc.
- teacher training, learning and development
- the design of educational environments (physical and virtual), organisations, services and systems
- proposals addressing issues such as gender, exclusion, inclusion, participation, marginalisation and inequalities in the context of education and learning
- educational capability building / development, e.g. LMIC educational institution capacity development / organisational learning
- learning content and curricula, what is (and is not) taught, including for example learning from or about difficult or hidden pasts/ histories / heritages/ creative outputs, cultural identities and beliefs formation, cross-cultural learning, languages learning (including endangered or multi-lingual learning), faith- based learning, learning as a part of transitional justice, peacebuilding, addressing legacies of the past, etc.
- learning within specific groups or contexts such as, for example, ex-combatants, prisoners, injured, displaced populations, orphaned, bereaved, traumatised, abused, marginalised, groups subjected to human rights violations, and/or education of vulnerable groups or learners affected by physical or mental illness or disability in conflict/ crisis contexts).