Writings and Reflections from our Partners

Find out more about our approach and the previous work and experiences of our partners as we share relevant publications, provocations and insights into their work and the wider context of working across academia, the arts and international development.

In this February 2018 article in the Phnom Penh Post, our Cambodia Co-Investigator, Ly Sok-Kheang shares his reflections on Im Chaem’s recent conversion to Christianity and its role in Cambodia’s ongoing peace-making process. Ly Sok-Kheang is director of the Anlong Veng Peace Center, established by the Documentation Center of Cambodia in collaboration with the Ministry of Tourism.
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...in Central Asia. In this 2015 publication in RiDE: The Journal of Applied Theatre and Performance, our Rwanda Co-I Prof. Ananda Breed (University of Lincoln) explores the Youth Theatre for Peace (YTP) project in relation to environmental aesthetics and engaged participatory practices towards tolerance building in Central Asia.
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This chapter article, published by Co-Investigator Prof. Alejandro Castillejo-Cuéllar in 2007, reflects on the ethical, moral and personal questions that arise when conducting research into communities living in sites of conflict and post-conflict.
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This article by our Co-Investigator Prof. Stuart Taberner, who also serves as the Director of International and Interdisciplinary at Research Councils UK (RCUK), gives a broad overview of the Global Challenges Research Fund and the impact their work has had since launching in 2015.
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Prof. Andre Keet traces his own thoughts and praxes on human rights education (HRE) in conversation with others since 2007, in order to consider "radical-alternative possibilities for thinking and doing HRE." Published in the 'International Journal of Human Rights Education' (2017, Vol. 1, Iss. 1)
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André Keet, Sahar D. Sattarzadeh, and Anne Munene provide this though-provoking editorial as introduction to the 21st volume of the peer-reviewed journal Education as Change. In it, Prof. Andre Keet (Nelson Mandela Metropolitan University) reflects on the higher education landscape in South Africa and beyond after the #MustFall student protests of 2015-16, and the wider challenges surrounding decolonial discourse within higher education.
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