Decolonising Peace Education: Change Makers Programme
Project Introduction
Change-Makers is an intervention pioneered by the Johannesburg Holocaust and Genocide Centre that works with cohorts of young leaders in post-conflict countries across Africa, using relevant historical examples of atrocity to promote dialogue about human rights, resilience, and active participation in shaping a more peaceful and equitable future.
This project aims to build on but also significantly develop research and impact relating to the Change-Makers programme, collaborating with academic partners in the UK (Leeds University) and an NGO in Mozambique (Centro de Estudios de Paz Conflito e Bem Estar, CEPCB), and with input from the Pedagogic University of Maputo (Mozambique). Specifically, the project team will co-produce a novel approach to the delivery of the Change-Makers programme by integrating soundscapes and story-telling methodologies. The aim is to test the effectiveness of these arts-based methodologies in enabling the participants to represent their experiences of conflict. While the project aimed to use 20-30 participants in the storytelling, this was not prescriptive. However, the project targeted youth leaders with a general balance of gender and an age range of 18-35. Participants were chosen using convenience sampling as this is a pre-existing community that has established networks working on other projects with the JHGC. The project took place in March 2023 in, Nelspruit, Mpumalanga.
Project Methodology
The primary methodology for this project was storytelling. This was done in different formats with participants being asked to tell stories using a format that is appropriate to them. The project encouraged the mediums of sound and image.
Sound: This involved the production of soundscapes and musicscapes. Participants were asked to record sounds in their communities and then narrate the story of these sounds. Participants may also record music to represent these soundscapes, again, narrating the meanings of the scape.
Image: Participants were asked to produce a visual art piece to demonstrate the conflict that they have been involved in and then narrate the story of this conflict.
For both data collection processes, a workshop was held to empower participants in these arts processes. The workshops were run by facilitators trained by the Johannesburg Holocaust and Genocide Centre (JHGC) and the Centro de Estudios de Paz Conflito e Bem Estar, CEPCB will be identified as community leaders and teachers living in the identified communities.
The rationale behind choosing both soundscapes and images to relate the story is due to the varying levels of technological access individual participants may have. Access to a smartphone was limited in the communities, but not to all so while some may choose to utilise some form of technology, others may not have access to it. The use of both methods allowed for a diversity of participants.
Project Highlights
What we learnt through our DEPA project
The project's success can be attributed to its diverse participants from different backgrounds. However, one of the significant challenges we faced was the language barrier. Participants required someone fluent in their official language, Portuguese, for clear interpretation. This highlighted the importance of considering language barriers for future workshops.
Another lesson learned was regarding logistics. Originally planned for Maputo, the workshop had to be relocated to Nelspruit, South Africa, posing unexpected challenges for participants. This emphasized the necessity of always having a backup plan (Plan B) in place for logistical issues.
Furthermore, the use of photovoice in the workshop revealed the importance of providing resources for participants who may not have access to cameras or other tools. It underscored the need to include such considerations in the planning stages of workshops.
Through the DEPA project, we learned the importance of collaboration. Our successful collaborations with CEPCB, UNISA, Leeds University, and the Open University were made possible by our efficient communication skills from all parties involved.
Educational Resources
Outcomes and Impacts
This project will enable the development and capacity of locally trained facilitators and participants. The project workshops will look to empower local participants to utilise cell phone technology to capture art. While this might not seem significant, improving the digital literacy of rural and marginalised communities will have a significant impact on their ability to participate in the online environment.
Further, training and exposure of facilitators to the project will empower them through international and local exposure to best practice, training and development projects.
Figure 1 and 2: “From the photographs, it is intended to portray the process of evolution of society's values in changing behavior, habits, and customs. Show the importance of preserving values, especially accepting changes in the process of evolution to guarantee/improve the well-being of society (In the context of preserving our identity even with the transformation of values).”
Figure 3: participant accessing the hotel facilities which denotes inclusivity.
Figure 4: Unity of diverse races/cultural as a symbol of peace.