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Consolidation, Learning and Evaluation in Kenya and Rwanda. A critical review of Changing the Story Projects in Eastern Africa Project led by Dr Marlon Moncrieffe, (Principal Investigator) University of Brighton, UK. With partners Dr John Mwangi St. Paul’s University, Kenya, and  Mr Chaste Uwihoreye, Uysenga Ni Imazi, Rwanda.

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This presentation  shares on how formal and informal citizenship and peace education for teaching and learning with young people in the Changing the Story (CTS) East African region has been transformed by the infusion of Arts Based Methodologies. This comes from analysis and evaluation of the findings from four CTS research projects:  Phase 1 Project - Mobile Arts for Peace Project (MAP) (Rwanda)  Phase 2 Early Career Researcher Project - Young peoples’ interpretations of civic national values (CNV) (Kenya) Phase 2 Early Career Researcher Project - Connective Memories (CM) (Rwanda) Phase 2 Large Grant Project - Reanimating Contested Spaces (RCS) (Rwanda) The fusing of project findings serves to advance knowledge and understanding on common themes of learning for peace education through arts-based methodologies, and what may be the future possibilities for the scalability, and sustainability of these projects across Eastern Africa.

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Overarching CTS Consolidation of Learning Questions

a) What do young people, CSOs, and research partners learn about post-conflict issues through CTS activities, and how does this learning take place?   b) How do arts-based and participatory research approaches facilitate this learning?                c) What are the implications of these understandings of learning for epistemic justice and decolonisation of knowledge?  d) What are the implications for change and development at individual, community and policy levels?

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Our consolidation of learning from the projects began with the Principa l Investigator and Project Partners conducting a  critical review of project reports and findings generated by MAP, CNV, CM and RCS. This collation of data enabled  a clearer interpretation of  the common themes of learning across the projects, and what could be the future possibilities for the collective advancement of our projects.  Therefore, the  purpose of the critical review was to generate key objectives, key aims and questions of inquiry for shaping our consolidation of learning meetings with stakeholders across all four projects.  Our consolidation of learning applies comparative cross-cultural perspectives for providing valuable opportunities to blend  findings of the  research questions from the four CTS East African projects so as to create new objectives and aims in disseminating and sustaining our work.

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Consolidation of learning research objectives

Two key  objectives have emerged from our critical review of four projects and their findings: To sustain the growth of a dynamic community of practice between Rwanda and Kenyan stakeholders where peace education is at the heart of learning? To develop an open access community space of participation where youth-led approaches for peace education is at the heart of learning and development.

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Three key research aims have  emerged our critical review of four projects and their findings:  To create the space for cross-cultural collaborations.  How… Collation, analysis and sharing examples of best practice with CSOs across the projects for evidencing impact and advancements with peace education teaching and learning in the Eastern African Region.  To provide continued opportunity for the voicing of diverse narratives.  How…Drawing upon diverse experiences and narratives in approaches to Arts Based Methodologies allowing for comparative evaluation and for seeing its current impact on CSO work and future possibilities with policymaking, decolonising curriculum knowledge, scalability and sustainability.  The c ommit ment with narrowing the knowledge gap.  How…Empowering the voices of project participants providing them with autonomy and the ability to record their work in progress with young people.

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Two key consolidation of learning questions  have emerged from our critical review of four projects and their findings: What does best practice look like from CTS East Africa projects in advancing and sustaining peace education through community values?  How can a community of practice for peace education be formed and maintained through a shared learning space? What should this look like? Who are the stakeholders in leading, maintaining and sustaining this?

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In generating the consolidation of learning aims, objectives, aims and questions, face-to-face s eminars were to be held at the University of Rwanda in Autumn of 2020. However, the worldwide covid19 pandemic prevented these meetings causing the reframing of our  approach.  A series of Zoom online focu s group  meetings have been held between Winter 2020/21 and Spring/Summer 2021, facilitated by the Principal Investigator with Project  P artners , Directors of Art for each project. These meetings have included younger adults who have engaged with each of the projects over the last two years. The purpose of th e online Focus Group meetings  being to create space and opportunity for cross-cultural collaborations including the collation, analysis and sharing examples of best practice with CSOs across the projects for evidencing impact and advancements with peace education teaching and learning in the Eastern African Region.

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Discussion between project stakeholders in relation to  the consolidation of learning objectives, aims and questions  agreed on three themes as pathways to development Community Values Establishing safe spaces for dialogue Voices of young people at the centre of curriculum dialogue

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Development of focus group themes in relation to consolidation of learning questions

What does best practice look like from CTS East Africa projects in  advancing and sustaining  peace education through community values?  How can a  community of practice  for peace education be formed and maintained through  a shared learning space ? What should this look like? Who are the stakeholders in leading, maintaining and sustaining this?  Innovation in our consolidation of learning advanced to the possibility of  advancing and sustaining a community of practice through a shared learning space  via online  Virtual Reality - an arts based approach to education and development where all four projects could be brought together as one.

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Stakeholder Strategy ( under  development)

For engaging further with policymakers this project will seek AHRC FoF for sustainability and scalability in the continued development of this cross-cultural project particularly for advancing: C ontinued  collaboration and dissemination of best practices understood from CTS findings in advancing  Peace Education with teaching and learning across the Eastern African Region with CSOs and via arts based methodologies.  This in advancing the consolidation of learning aim -  Provide a continued opportunity for the voicing of diverse narratives, Create the space for cross-cultural collaborations. To develop the digital literacy skills for young people, CSO leaders, teachers in East Africa in the use and application of Virtual Reality arts-based methodology and pedagogy. This in advancing the consolidation of learning aim -  Com mitment to narrowing the knowledge gap.

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Key Acknowledgements for support with this project : Siobhan O’Dowd – Project Manager, University of Brighton. Esther Kungu, Director of Art, CTS Civic National Values project, Kenya. Alex Ndibwami, Director of Art,  CTS Reanimating Contested Spaces project, Rwanda. Dr  Sylvestre Nzahabwanayo ,  Director of Art, CTS Mobile Arts for Peace project, Rwanda. Louise Colbourne, School of Art, University of Brighton, UK. Scott McPherson, School of Art, University of Brighton, UK.

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