Retheorizing Empowerment‐through‐Participation as a Performance in Space: Beyond Tyranny to Transformation

Kesby, Mike

doi:10.1086/428422

Cited by 282 publications

(236 citation statements)

References 44 publications

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“…Poststructuralist understandings of power as dispersed, ubiquitous, and inherently productive suggest that power can be used to positive effect, rather than favouring outright resistance as a strategy for empowerment (Kesby 2005). This is particularly important for young people, who are rarely in the privileged position to resist, and who benefit positively from relationships of power in their daily lives, including relationships of care and responsibility with parents and teachers.…”

Section: Discussionmentioning

confidence: 99%

The dominant/marginal lives of young Tanzanians: Spaces of knowing at the intersection of Children’s Geographies and Development Geographies

Smith

2013

Geoforum

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De elop e t Geog aph a d Child e s Geog aphies ha e e o e disti t su -disciplines in their own right, yet despite a number of cross-cutting concerns, the theoretical and practical insights of both have only more recently become explicitly shared. I use a case study of an environmental education project with young people in Tanzania to illustrate how a perspective that draws from both Child e s a d De elop e t Geog aphies can deliver significant challenges to both fields, yet also reveals important insights into the lives of young people in the global South. Young people in Tanzania hold distinct environmental knowledges compared to adults, learnt through projects and s hools hi h a e fo used o o se atio of the atu al e i o e t. This aises halle ges for critical Development Geographies, as ou g people appea to hold do i a t Weste k o ledges, et the a e also a gi al a to s in society. Fo Child e s Geog aphies, this provokes questions about whether the knowledges of young people should be challenged. Local social hierarchies also govern spaces of knowledge expression. Young people can be more empowered to express their knowledge in the formal spaces of the school compared to the wider community, such that formal spaces may offer more empowering potential. This runs counter to the general thrust of Child e s and Development Geographies, often championing informal, local knowledges and spaces. There is a need to re-think education for young people in Tanzania in terms of its potential for their 2 empowerment, but also to reconsider some of the fundamental assumptions about childhood and local community development which pervade both Child e s a d De elop e t Geog aphies. KeywordsChild e s Geographies; Development Geographies; Participation; Empowerment; Local knowledge; Education I troductio : Childre 's Develop e t Geographies?Interdisciplinary enquiry has become imperative to current research agendas, yet within the discipline of Geography there are sub-disciplines which should, arguably, be more engaged than they currently are. There is a danger that knowledges within Geography become sub-divided and pigeon-holed such that, despite some important cross-cutting issues, little productive The primary aim of this paper is to drive forward some of the budding debates by illustrating how an approach with an overt concern for both fields can have significant insights which might otherwise be overlooked. Different Geographies?Poor Although there have been calls for inter-sub-disciplinary engagement, significant crossover material does e ist. Those ith a e pli it i te est i Child e s Geog aphies ha e ee o e ed ith themes which are important to Development Geographies, including the place of young people as a gi al a to s Pai ; "utto , ith atte tio to e e da spatialities of hildhood Ho e e , the e a e o te po a e a ples of esea h ith a e pli it o e fo Child e s There has been a significant contribution to understanding the lives of young people in the global South from beyond the discipline of Geography. Boyden (20...

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Section: Discussionmentioning

confidence: 99%

The dominant/marginal lives of young Tanzanians: Spaces of knowing at the intersection of Children’s Geographies and Development Geographies

Smith

2013

Geoforum

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“…Три описанных здесь фильма иллюстрируют различные способы, с помощью которых включенная съемка может расширять и улучшать перформативное пространство, составленное семинарами Kesby 2005). Несмотря на то что обстановка фильмов представляется неприемлемой или ограниченной для незападных людей , можно видеть, что участники таких семинаров во всем мире успешно адаптировали ее для собственных целей ).…”

Section: коллективная съемкаunclassified

“…Участники... могут... формировать себя как рефлексивных деятелей и создавать / представ-лять свои мнения и опыт для себя, друг друга и посредников. Внутри этого пространства открываются возможности для людей, во-первых, распутать сложную сеть повседневной жизни... во-вторых, деконструи-ровать нормы и конвенции; в-третьих, отразить перформативность по-вседневной жизни; и, наконец, отрепетировать выступления для аль-тернативной реальности» (Kesby 2005(Kesby : 2055.…”

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Participatory Ethnographic Filmmaking: transcultural collaboration in research and filmmaking (translated from English by E. V. van Gerven)

Grůber¹

2017

Siberian Historical Research

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Аннотация. Рассматривается метод создания включенного этнографическо-го кино (Participatory Ethnographic Filmmaking), разработанный автором в ходе полевых исследований в Намибии, Ботсване и Анголе. Метод предполагает кол-лективное со-творчество с людьми, не имевшими ранее опыта съемки, в ходе специальных обучающих семинаров. Участники семинаров конструируют фор-му и содержание фильма, а также способствуют их практическому воплощению. В статье показано, как можно создавать подобные фильмы в самых разных условиях. Производство включенного этнографического кино дает участникам этого процесса возможность сформировать собственный имидж в СМИ и гене-рирует новые формы коллективного знания.Ключевые слова: визуальная антропология, этнографический фильм, включенное кино, совместное кинопроизводство, совместные исследования, аудиовизуальная этнография, коллективное знание ВведениеЭлементы коллективного участия стали модными в кино, в исследо-ваниях и проектах развития во всем мире. Сегодня практически невоз-можно реализовать какой-либо крупный проект, не вовлекая в него тех, кто, как считается, в наибольшей степени подвергается его воздей-ствию. Смысл заключается в том, чтобы участники исследования, кото-рые нередко маргинализируются, могли влиять на решения, затрагива-ющие их жизнь. В антропологии, с возникновением полемики по во-просам власти репрезентации, сотрудничество с объектами исследова-ния представляется этнографам не только эффективным способом сни-мать фильмы о людях, которых они изучают, но и, возможно, способом сделать эти фильмы лучше. Включенное кинопроизводство (participatory filmmaking) также стало важной составляющей в таких сферах, как сотрудничество в области развития, градостроительство, работа с молодежью и научные исследования. Однако, по большому счету, в то время как положительные эффекты «соучастия» или «со-трудничества» считаются само собой разумеющимися, практическая работа и лежащие в ее основе намерения и методы, так же, как и ре-зультаты, часто остаются неясными. В данной статье я рассматриваю

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“…In this section we look at agency promoting and inhibiting actions in the classroom and other contexts. Kesby (2005Kesby ( & 2007 has formulated the concept of 'participatory spaces' which he says are:…”

Section: Pedagogic Practices For Participation Including Peer Culturmentioning

confidence: 99%

Inviting Backchat: How schools and communities in Ghana, Swaziland and Kenya support children to contextualise knowledge and create agency through sexuality education

McLaughlin

Swartz

Cobbett

et al. 2015

International Journal of Educational Development

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Inviting backchat: how schools and communities in Ghana, Swaziland and Kenya support children to contextualize knowledge and create agency through sexuality education Article (Submitted Version) http://sro.sussex.ac.uk McLaughlin, Colleen, Schwartz, Sharlene, Cobbett, Mary and Kiragu, Susan (2015) Inviting backchat: how schools and communities in Ghana, Swaziland and Kenya support children to contextualize knowledge and create agency through sexuality education. International Journal of Educational Development, 41. pp. 208-2016. ISSN 0738-0593 This version is available from Sussex Research Online: http://sro.sussex.ac.uk/49099/ This document is made available in accordance with publisher policies and may differ from the published version or from the version of record. If you wish to cite this item you are advised to consult the publisher's version. Please see the URL above for details on accessing the published version. Copyright and reuse:Sussex Research Online is a digital repository of the research output of the University.Copyright and all moral rights to the version of the paper presented here belong to the individual author(s) and/or other copyright owners. To the extent reasonable and practicable, the material made available in SRO has been checked for eligibility before being made available.Copies of full text items generally can be reproduced, displayed or performed and given to third parties in any format or medium for personal research or study, educational, or not-for-profit purposes without prior permission or charge, provided that the authors, title and full bibliographic details are credited, a hyperlink and/or URL is given for the original metadata page and the content is not changed in any way. Paper submitted for special issue of International Journal of Educational Title Page (WITH author details)Manuscript WITHOUT author details Inviting Backchat: How schools and communities in Ghana, Swaziland and Kenya support children to contextualize knowledge and create agency through sexuality education Abstract Education about sex, relationships and HIV and AIDS in African contexts is riddled with socio-cultural complexity. In this paper the authors argue that in extreme contexts education can lead change further by developing young people as significant actors in their own lives and in the lives of the community by bringing bring about change in attitudes in the community, as well as practices in schools. A qualitative study was undertaken in eight primary schools of the use of student knowledge and voice to change attitudes, impact upon socio cultural beliefs, adultchild dialogue and drive changes in practice in AIDS education. Drawing on a contextual framework that includes a socio-cultural approach to education, Basil Bernstein's well established theories of everyday and school knowledge and Catherine Campbell's notion of AIDS competent communities, it shows how this initiative variably unfolded in six sub-Saharan countries (Botswana, Ghana, Kenya, South Africa, Swaziland and Tanzania, -al...

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Retheorizing Empowerment‐through‐Participation as a Performance in Space: Beyond Tyranny to Transformation

Cited by 282 publications

References 44 publications

The dominant/marginal lives of young Tanzanians: Spaces of knowing at the intersection of Children’s Geographies and Development Geographies

The dominant/marginal lives of young Tanzanians: Spaces of knowing at the intersection of Children’s Geographies and Development Geographies

Participatory Ethnographic Filmmaking: transcultural collaboration in research and filmmaking (translated from English by E. V. van Gerven)

Inviting Backchat: How schools and communities in Ghana, Swaziland and Kenya support children to contextualise knowledge and create agency through sexuality education

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