Excluded citizens? Participatory research with young people from a ‘failing’ school community

This paper examines a participatory community research project with young people from the ‘wrong side of the tracks’ in a provincial New Zealand town. This school-based project aimed to celebrate the expertise and insights of these young citizens by profiling their digital stories to their community. However, the failure to achieve this goal compelled the researcher to confront the ‘presentist’ assumptions underpinning this project. A re-analysis of the lingering impact of historic processes and practices of exclusion in this divided town drew attention to the temporal, spatial and relational nature of citizenship. The paper proposes that deeper recognition be given to the ‘webs of social relations’ (Arendt, Hannah. 1968. Between Past and Future: Eight Excercises in Political Thought. New York: Viking Press) that citizenship acts are constituted within, alongside the lingering impact of historical legacies of socio-spatial exclusion. Recognising these aspects will enrich our understandings of citizenship as well as enhance the transformative potential of participatory community research.     

Ethiopian students' relationship with their environment: implications for environmental and climate adaptation programmes

Historically the voices of young people have been excluded from research and debates about how to respond to environmental degradation and climate change. To include the perspectives of young people in the climate change and adaptation debate, we conducted a Photovoice and draw-and-write project with 29 school students in Ethiopia, through which students were given a platform to explore their social representations of the environment. Thematic analysis of our findings suggested that young people have a deep appreciation of the moral, health-related and economic importance of the environment, a commitment to preserving it and a sense of responsibility and agency in relation to contributing to this preservation. Students saw environmental degradation as reversible, through a combination of commitment by themselves, local government and the global community. We conclude by discussing ways our findings might best be taken up in school-level programmes to strengthen youths’ existing social networks for the consolidation of ‘green’ identities, action and activism.     

Rethinking the value of unpaid care work: lessons from participatory visual research in central Tanzania

Abstract

The contemporary international development agenda addresses several important gender issues, including the contribution of unpaid care work (UCW) to human well-being. The inclusion of UCW into the mainstream policy debate is undoubtedly a major milestone in the history of feminist scholarship and activism. However, we argue that the universalistic and capitalocentric assumptions laden in the dominant policy discourse belie the diversity of the lived experiences and subjective meanings of UCW often performed by women and girls in different cultural and geographical contexts, particularly in the predominantly agrarian global South. We draw on participatory and visual ethnographic fieldwork to show that rural women in Tanzania perceive UCW as an experience that entails not only physical toil and drudgery, but also positive emotions of joy, satisfaction, and fulfilment, which are integral to affirming their self-perceived identities and roles as farmers and mothers in their communities. These material, affective, and symbolic dimensions of UCW emerge from agrarian women’s situated knowledges and experiences of ensuring household social reproduction on and with the land, as well as the gender relations and seasonal dynamics that shape the organization of work tasks in agrarian landscapes. To achieve transnational gender justice, we suggest that a more fine-tuned and nuanced approach to understanding the variability and complexity of care work as practiced and perceived by heterogeneous groups of women (and men) in particular places and times is needed.