Suchergebnisse

1. Introduction by Ananda Breed and Ali Igmen -- 2. Liminal States: Dreams, Environmental Aesthetics, and Performance in Kyrgyzstan during and after the Soviet Era by Ali Igmen -- 3. Epic Performances in Central Asia: Negotiating between Past and Present by Ananda Breed -- 4. Poets of the People: Learning to Make Culture in Kazakhstan by Eva-Marie Dubuisson -- 5. The Kara Kirghiz Must Develop Separately: Ishenally Arabaev (1881-1933) and His Project of the Kyrgyz Nation by Jipar Duishembieva -- 5. Lament in an Affluent Era: Cultural Politics of Kazakh Life Cycle Poems in Xinjiang by Guldana Salimjan -- 6. Conclusion: Interweaving Texts.

"This book demonstrates how participatory arts-based approaches can help children and youth contribute to peacebuilding within post-conflict contexts and to their communities. Cultural forms of storytelling through visual arts, drama, music, and dance can help to enhance post-conflict community wellbeing, social cohesion, and conflict prevention. However, in the planning and implementation of these arts-based projects, children and youth are often marginalised in decision making processes. Drawing on cases from Kyrgyzstan, Rwanda, Indonesia and Nepal, this book demonstrates the benefits of participatory action research with children and youth to inform education curricula and policies for sustaining peace. Showing how artforms can be adapted to meet the needs of children and youth, the book emphasises the need to scale-up arts-based peacebuilding initiatives and leverage for greater policy enactment from the bottom-up. It is also an excellent example of South-South learning, advocating for a local approach to engage with arts-based methodologies and peacebuilding. This book will be of interest to researchers across the applied arts, sociology, anthropology, political science, peacebuilding, and international development. Practitioners and policy makers would also benefit from the book's recommendations for the implementation of successful arts-based research projects and interventions"--

The intergenerational legacies of conflict and violence for children and young people are typically approached within research and interventions through the lens of trauma. Understandings of childhood and trauma are based on bio-psychological frameworks emanating from the Global North, often at odds with the historical, political, economic, social and cultural contexts in which interventions are enacted, neglecting diversity of knowledge, experiences and practices. Within this paper we explore these concerns in the context of Rwanda and the aftermath of the 1994 Genocide Against the Tutsi. We reflect on two qualitative case studies: Connective Memories and Mobile Arts for Peace which both used arts-based approaches drawing on the richness of Rwandan cultural forms, such as proverbs and storytelling practices, to explore knowledge and processes of meaning-making about trauma, memory, and everyday forms of conflict from the perspectives of children and young people. We draw on these findings to argue that there is a need to refine and elaborate understandings of intergenerational transmission of trauma in Rwanda informed by: the historical and cultural context; intersections of structural and 'everyday' forms of conflict and social trauma embedded in intergenerational relations; and a reworking of notions of trauma 'transmission'.