Afghanistan Human Rights and Democracy Organisation (AHRDO), Afghanistan
AHRDO was established in 2002 in Afghanistan and has been working in the areas of education, peace and development through local peacebuilding and grassroots educational activities. AHRDO has implemented several EU-funded projects to promote peace, development and education in rural Afghanistan. These projects were completed through 23 local networks that AHRDO has built over the past 9 years and involved primarily engaging local communities through cultural, social, and economic activities. These activities also included initiatives to support marginalised communities to access education and participate in peacebuilding activities through raising awareness, encouraging local communities to help sustain the provision of education. AHRDO also established local leadership councils comprised mainly of university students (male/female) to visit communities where schools were closed due to conflict or girls were barred from attending school. These networks worked closely with local state officials as well influential individuals such as politicians to foster social support for education and development. Additionally, AHRDO is working closely with populations which are marginalised, denied their human rights or displaced by conflict and violence such as refugee, internally displaced and those who have lost access to education (e.g. girls/women).
Centre for Education and International Development (CEID), UK
The Centre for Education and International Development (CEID) at IOE – UCL’s Faculty of Education and Society has nurtured world leaders in educational practice and research for over 85 years. The centre comprises a team of internationally recognised scholars in international development, education in low- and middle-income contexts, and international educational policy. It delivers world leading teaching and carries out research of global importance. The centre has six major thematic research areas and five Masters programmes, specialising in different aspects of education (education and international development; conflict, emergencies and peace; health promotion; economics and educational planning; and gender). This project is housed within the centre’s Education, Conflict and Peacebuilding theme and is aligned with the MA in Conflict, Emergencies and Peace and its scholarly initiative – Education in Conflict and Emergencies seminar series.
Centro de estudios para la equidad y gobernanza en los sistemas de salud (CEGSS), Guatemala
Centro de estudios para la equidad y gobernanza en los sistemas de salud (CEGSS) was established in 2009 as an organization of professionals aiming to contribute to improve social inclusion and the human rights of indigenous and other marginalized populations in Guatemala. Since its foundation, CEGSS has implemented participatory-action research to study the barriers experienced by indigenous people to access public services and has also implemented capacity building programmes to support indigenous grassroots organizations so they learn about their rights and engage peacefully with state authorities to demand changes to public services. The collaborative work between CEGSS and indigenous communities is expressed in the “Network of Community Defenders for Health Rights”, which is made up of community leaders trained by CEGSS to provide human rights education to indigenous families and paralegal advice. The network started in 5 municipalities with 20 members and currently is present in 35 municipalities and over 150 members. The Network of Community Defenders continue growing with 5 new municipalities added to the network in 2021.
Department of Educational Research (DIE) at Center for Research and Advanced Studies (DIE-Cinvestav), Mexico
Since its foundation 50 years ago, the Department of Educational Research (DIE) at Center for Research and Advanced Studies (DIE-Cinvestav) has become one of the leading institutions in research and production of knowledge on education in Mexico and Latin America. From a strong interdisciplinary approach, DIE develops educational research on marginalized and excluded communities, in contexts of emergency, displacement and migration. One of its main areas of work includes the production of new knowledge and tools to accompany human rights education, the construction of the cultural and historical identity of displaced and migrant indigenous peoples, and the construction of peace. DIE-Cinvestav works with several partners and local communities in the Americas, Europe, and Asia, and have developed a network of educationists/ activists who support education and community activities with different indigenous and displaced communities in Mexico. DIE-Cinvestav is committed to supporting education of indigenous, Afro-descendant, and displaced/migrant children and families.
Multicultural Studies and Social Innovation Center (MSSIC), Thailand
Established in 2017, Multicultural Studies and Social Innovation Center (MSSIC) is based in the Institute of Asian Studies, Chulalongkorn University, Thailand. Ever since, it has served as an academic unit focusing on research into cultural issues and relations between different cultures in the Thai society and other parts in the Asian regions. MSSIC’s recent works have examined the unseen capital in several Thai communities and produced advanced knowledge in this area. MSSIC also acts as an association network to form cooperation with related agencies such as public actors, academics, and the civil society sector. This network is expected to embark on new social projects. ln the area of education, MSSIC emphasizes the promotion of multicultural understanding, culture of peace and social justice in and through education, particularly in the three politically sensitive, southern most provinces of Thailand – Narathiwat, Yala and Pattani. MSSIC’s peace and multicultural education projects have covered all forms of education (formal, non-formaI, and in-formal) and several educational issues (e.g., teacher professional development, children’s extra-curricular activities, human development). MSSIC works with a number of partners and local communities in the three southernmost provinces of Thailand and has developed a network of educationists and activists who support education and community through media activities in this region, such as the SameSouls Group. MSSIC is committed to supporting education of youth as well as teachers and educators affected by conflict and social injustices.
Nepal Madhesh Foundation (NEMAF), Nepal
NEMAF is a social movement organisation registered as a non-governmental organisation in Nepal. NEMAF was conceived in the backdrop of a political discourse during Maoist rebellion (1996-2006) that sensitized systemic exclusion of ethnic minorities, indigenous nationalities and Dalits. Terai/ Madhes, the Southern belt of Nepal which is predominantly inhabited by Madhesi and Tharu ethnic groups, has historically suffered ‘internal colonialism’ of the hill-based ethnic dominance in political, economic and social domains. The Madhes resistance that coincided with the Maoist uprising, erupted in 2007, following the peace agreement between the Maoists and the government of Nepal in November 2006 and still continues in different forms such as, Madhes-based political parties, community mobilisation and self-organising resistance against structural inequalities, lack of service delivery and poor life conditions of Madhesis.
Regional Center for Social Science and Sustainable Development (RCSD), Thailand
The Regional Center for Social Science and Sustainable Development (RCSD), Faculty of Social Sciences at Chiang Mai University has a long history of engagement in knowledge production on social transformation in the Mekong sub-region, and its impacts on local communities since 1998. It has supported an international graduate program aiming to cultivate social science education for students from neighbouring countries and beyond, as well as cooperated with international researchers in doing research on emerging issues related to resource governance, ethnic politics, cross-border migration, agrarian and local livelihood change, etc. It has carried out Chiang Mai University’s internationalization policy by organizing several international conferences, such as, International Conference on Thai Studies (ICTS13) and International Convention for Asian Scholars (ICAS10) in 2017. RCSD has developed capacity building programme at National University of Laos and Capacity Building Program for Teaching and Research at University of Mandalay. RCSD played a crucial role in organizing International Conference on Burma/Myanmar Studies in 2015, 2018 and 2021, providing an opportunity for scholars, students and civil society actors Myanmar to exchange and sharing knowledge with their Thai and international counterparts. RCSD’s expertise and experience enable us to lead the field research implementation, contribute our local knowledge and established connections to communities and the local administration, facilitate research approvals, provide workspace in an interdisciplinary and stimulating research environment, manage the research grant and human resources locally, and link the project to policy stakeholders in Chiang Mai, Thailand, and the greater Mekong region.
Samesouls Group, Thailand
The Samesouls Group was established in 2006 and has created an online presence for disseminating educational activities, promoting arts and culture and building peace with various youth and other network groups. Samesouls works with a number of partners and local communities in the southern border provinces of Thailand and has developed a network of activists who support education and community activities in the region. The organisation is committed to supporting informal education of social, cultural, religious or other disenfranchised groups, especially children and teenagers who have been affected by ongoing conflict and cultural disputes.
The Institute of Social Sciences (ISS), University of Rojava (UoR), Syria / Turkey
The Institute of Social Sciences (ISS) at the University of Rojava (UoR) is a centre for research and graduate studies in social sciences. It was established in October 2020, and is based in Qamişlo, Rojava/North and East of Syria. This Institute was established under exceptional circumstances of the ongoing war in Syria. Despite these circumstances, the faculty members, researchers, and students at the ISS are committed to creating an environment of research and teaching excellence. ISS has developed education and research programmes that promote rebuilding multi-ethic and multi-religious communities in Rojava and North and East regions of Syria based on principles of co-existence, mutual respect, social justice, and equality. These communities have been exposed to years of war, violence, forced displacement, and all forms of discrimination. The institute is committed to bringing these communities together to build a peaceful and just future where everyone’s rights and freedoms are respected. The UoR works with a number of partners and local communities in Syria and the Middle East and have developed a network of educationists/ activists in Europe and throughout the world who support education and community activities in Rojava and North and East region of Syria.
Thinking Classroom Foundation (TCF), Myanmar
TCF was established in 2001 to provide teacher training in the most marginalized and conflict-affected ethnic regions of Myanmar and to support monastic education and create educational opportunities for migrants, IDPs, and refugees. TCF aims to deliver high quality education through teacher training provision in the classroom by applying active learning and critical thinking methodologies. In the current situation of military dictatorship in Myanmar, TCF offers technical support to teachers to establish community based and home-based education. TCF also caters for curriculum development and policy advocacy to achieve education for sustainability, democratic and peaceful society. TFC holds a particular focus on classroom level change and policy level change to enable quality education in ethnic national schools in the conflict-affected areas of Myanmar, and in the disadvantaged Thai-Burma border areas. TCF regards teachers as powerful agents in peace and social transformation should they be supported with professional development opportunities. Working with a number of partners and local communities in Myanmar, TCF has developed a network of educationists/ activists within ethnic education organisations who support education and community activities in the conflict-affected areas.
TIKOSÓ Centro Cultural y Educativo, Mexico
TIKOSÓ Centro Cultural y Educativo was established in 2019 and is the result of a long process of a search for social justice in the marginalised Montana region in the Guerrero State in Mexico. TIKOSÓ principally works with Na savi, Mepha’a and Nahuatl indigenous people that form a majority in this mountainous part of the country – focusing on the young, the women and the elderly. This is why, TIKOSÓ, a cultural and educational Centre was created, which culminates the expertise of its members’ more than 20 years of community work. TIKOSÓ works with a number of partners and local communities in the Montana region (Guerrero State, Mexico) and has developed a network of educationists/activists who support education and community activities that defend the indigenous culture and the marginalised communities that constitute the region. The organisation’s interest is based on indigenous education, health and justice to help confront the economic and physical violence that runs over the region.
University of Kashmir (UoK), India, India
Founded in the year 1948, UoK is committed to providing an intellectually stimulating environment for productive learning to enhance the educational, economic, scientific, business and cultural environment. The University offers programmes in all the major faculties that include Arts, Business and Management Studies, Education, Law, Applied Sciences and Technology, Biological Sciences, Physical and Material Sciences, Social Sciences, Medicine, Dentistry, Engineering, Oriental Learning and Music and Fine Arts. lt has been constantly introducing innovative/ new programmes to cater to the demands of the students and deal with evolving challenges society faces. Over the years, the University has marked towards excellence in its programmes and activities. lt has been re-accredited as Grade-A+ University by the National Assessment and Accreditation Council (NAAC) of lndia. This is recognition and reflection of the high standard of quality in teaching and research. UoK works with a number of partners and local communities in Asia, Europe and America and have developed a network of educationists/ activists who support education and community activities in the areas of science, development, peace, and equality, and is committed to supporting education of socially, culturally and economically marginalized section of society in the region and beyond.