‘Assisting you to become a local’: NGOs and constructed foreign spouses in Eastern Taiwan

As social and cultural contexts change and globalization spreads, the number of transnational-marriage migrants mainly from Southeast Asia has increased in Taiwan. Using institutional ethnography, this article investigates the roles of local non-governmental organizations (NGOs) and projects aimed at helping foreign spouses to adapt to their new life. I mainly elaborate that NGOs emerge as important actors in assisting and empowering transnational spouses to ‘become locals’. In empowerment projects, foreign spouses are given a voice to elaborate themselves. However, this article elaborates that these projects are a scheme of education to shape each such migrant into a proper ‘Taiwanese wife/mother/daughter-in-law’. Also, these projects particularly promote ‘exoticism’ of migrants and become key sources of how local people understand the images of ‘foreign spouses’. As a result, though NGOs play positive roles in empowering foreign spouses, we need to be aware that NGOs’ efforts may ironically become a mechanism to strengthen transnational spouses’ gender roles and cultural stereotypes.     

Doing is Learning: Analysis of an Unsuccessful Attempt to Adapt TEK/IK Methodology to Norwegian Sámi Circumstances

Abstract

This article describes a case where an attempt was made to introduce TEK/IK into a conflict between Sámi reindeer owners and environmental institutions. The conflict was brought on by the establishment of a national park in Southern Sámi areas in Norway. At first, the Sámi were in favour of the park, but later on their attitudes changed as the content of planned national park developed. The reindeer owners discovered that the size of the park would be reduced, leaving out what they thought were significant areas in need of protection. They saw the encouragement of increased tourism activities as a threat to reindeer herding and felt alienated by the number of representatives they received in the park management structures. On the basis of these observations reindeer owners protested, but were ignored. As researchers well-established in the Southern Sámi area, we were brought into conversations regarding the park as the local reindeer owners searched for ways of bringing new arguments into the process. At this point we thought TEK/IK represented an opportunity to add weight to Sámi perspectives. As the title of this article indicates, as push came to shove we did not succeed in making room for local participation in our TEK/IK project, despite these existing on-going relations. The article attempts to understand what happened. Our analysis is based upon a perception of TEK/IK as not one, but at least two co-constituted knowledge practices. The premise is that research failures are as important to publish as successes. Our joint ethnographic experience has methodological implications for future TEK/IK research.     

Effective Teaching of Research Design in Physical Geography: a case study

A problem-solving approach to the teaching of research design in physical geography is introduced. Focusing on the study of the effectiveness of a local river restoration scheme, students are empowered with the responsibility for and control of their learning by means of group discussions and decision making in a series of workshops. With carefully staged guidance by tutors, students devise research questions and execute their project, analysing data collected on a field day. Although students may find this approach to be challenging and demanding, they acquire research experience and develop key skills, such as visualisation of problems and capacity for logical thought, aided by critical self-appraisal of their performance. Such an approach is particularly relevant today because of subject benchmarking skills. Developing transferable skills, such as initiative and teamwork, valued by employers also promotes self-confidence. Using a case study, this paper considers the experiences of students and staff with this approach, identifying its strengths and weaknesses, and offers possible options for its development.     

Student Empowerment through 'Area Analysis'

As a result of the teaching quality assessment at the Faculty of Spatial Sciences in Groningen (Netherlands), the course 'Gebiedsanalyse' (Area Analysis) was set up in spring 1998. The aim was to provide an opportunity for the development of transferable and geographical skills in the context of a group-based research project at level II. In addition, an effort was made to move from tutor-led to student-led learning. Experiences from the past 3 years have shown that Area Analysis has been largely successful in providing an opportunity for the application of geographical and transferable skills but also for the 'deep empowerment' of undergraduate students.     

New spaces of citizenship? Rethinking gendered participation and empowerment in South Africa

This paper draws on empirical research in South Africa to explore questions about the exclusionary nature of citizenship, the problems and possibilities of participatory citizenship and its potential reconceptualisation through the lens of gender. The paper examines some of the major debates and policies in South Africa around issues of citizenship, participation and gender and explores why the discursive accommodation of gender equity by the South African government is not fully realised in its attempts to construct substantive and participatory citizenship. It explores some of the emergent spaces of radical citizenship that marginalized groups and black women, in particular, are shaping in response. Findings suggest that whilst there are possibilities for creating alternative, more radical citizenship spaces, these can also be problematic and exclusionary. The paper draws on recent feminist writing to examine the possibilities for rethinking citizenship as an ethical, non-instrumental social status, distinct from both political participation and economic independence. This reframing of citizenship moves beyond notions of ‘impasse’ or ‘hollowness’, challenges the public/private distinction that still frames many debates about citizenship and considers the emancipatory potential of gendered subjectivity. The paper argues that citizenship is shaped by differing social, political and cultural contexts and this brings into sharp focus the problematic assumption of the universal applicability of western concepts and theories.     

Japan's Policies Towards the Ainu Language and Culture with Special Reference to North Fennoscandian Sami Policies

Under Japan's colonization of Ainu Lands (Hokkaido, the Kuril Islands and Sakhalin), the Ainu were disconnected from their lands by relocations and deprived of their language and culture by regulations. In 1899, the Hokkaido Former Aborigines Protection Act came into force to finalize the assimilation of the Ainu into Japanese society. In 1997, as a result of Ainu efforts to scrap the assimilation policies, the Ainu Culture Promotion Act (CPA) replaced the Act of 1899. The CPA was expected to emancipate the Ainu from the sufferings caused by the assimilation policies, and yet it stipulated neither Ainu indigeneity nor their linguistic and cultural rights. It is still in effect even after the 2008 official recognition of the Ainu as an indigenous people in the northern part of Japan by the Government of Japan. This article attempts to examine Japan's past and present policies towards the Ainu language and culture in the international context for the revitalization of the Ainu language and culture as the Ainu desire. In order to do this, it first outlines the assimilation policies, and then traces the Ainu struggle for survival as a people. It also discusses the CPA and the Final Report written by the Advisory Committee for Future Ainu Policy, which both form the basis of Japan's present Ainu policies. Finally, in order to explore the revitalization of the Ainu language and culture, how the North Fennoscandian Sami policies have advanced is surveyed.