DAMS AND INDIGENOUS PEOPLES IN MALAYSIA: DEVELOPMENT,DISPLACEMENT AND RESETTLEMENT

Large dams have proliferated in Malaysia in recent decades. Constructed mainly to meet mounting domestic demand for water and energy, they have destroyed large tracts of species‐rich tropical rain forest and displaced many already poor and marginalized indigenous groups from their homes and ancestral lands without their consent. Evicted indigenes were promised a better life in resettlement villages, but for the most part this has not occurred. Invariably traumatized by resettlement and widely forced into cash‐based economies for which they were ill prepared, many resettled indigenes suffered from frayed social relationships, high rates of unemployment and enduring poverty, in large part because the authorities failed to internalize project costs. The consequences for indigenous groups of dam‐induced environmental change and development‐forced displacement and resettlement (DFDR) are explored through a critical reading of the literature on four large dams: Sungai Selangor, Babagon, Batang Ai and Bakun. More large dams are under construction and many others have been proposed, resulting in threats to the future well‐being of many indigenous communities. Generally speaking, the experiences of Malaysia's dam‐affected indigenes mirror those of other indigenous minorities in the greater Southeast Asian region.     

Reciprocity and visual methods in cross-cultural research with Cambodian schoolgirls

ABSTRACT

Secondary schoolgirls’ experiences of persisting at school in rural Cambodia were the focus of this study. The study worked with 43 schoolgirls from two state-run schools. This paper reflects on how reciprocity and visual methods enabled the work of hearing the schoolgirls’ voices across language and cultural barriers. Reciprocity was a central concern and took the form of collaborative knowledge building to establish trustworthiness, as well as various reciprocal acts that ‘gave back’ to those involved in the study. The use of visual methods, such as visual narratives, self-managed video interviews, and advice posters sought to mitigate power differentials, address language barriers, and recognise schoolgirls as experts in girls’ education. The paper discusses the advantages and constraints of this innovative approach, and proposes that cross-cultural research that provides girls with autonomy during the research process is necessary if those working with girls seek to valorise girls’ voices and experiences.