Spatialising Participatory Approaches: The Contribution of Geography to a Mature Debate

Kesby, Mike

doi:10.1068/a38326

Cited by 154 publications

(164 citation statements)

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“…If we are to take our own and research participants' emotions seriously, we should address their potential and impact within the framing of our broader research questions; how we negotiate research ethics; the relationships developed through empirical encounters in the field, and how we ultimately withdraw from them; the ways in which we supervise others' research and/or are supervised; and our relations with co-researchers. I highlighted 'participatory (action) research' earlier, and I believe that such methods offer the potential for open, reflective, responsive and dynamic approaches (see Kesby 2007;Kindon et al 2007) that enable/allow for 'emotional work' among researchers and participants. Participatory methods are certainly not unproblematic, though (see Cooke and Kothari 2001), neither are they always appropriate/rigorous in different research contexts.…”

Section: Insert Figure 2 Here: Inter/subjectivity In Practicementioning

confidence: 99%

‘That's just what I do’: Placing emotion in academic activism

Askins

2009

Emotion, Space and Society

131

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In this paper, I wish to critically reflect on the role of emotion/s in how I position myself with regards to research, teaching and learning, drawing on experiences over the past three years as a human geography lecturer 'doing' research with refugees and asylum seekers in a local inner city area. While there has been increasing debate regarding what constitutes 'the activist academic', in particular deconstructing any dualism or border between 'academic' and 'activist', the motivation for undertaking such a role is generally ascribed to an 'ideological commitment' to social and personal change of one type or another. For me, such a commitment cannot be separated from how I feel about the issues that I research, learn and teach about. In particular, I explore how emotions relate across different spaces and places in my life to produce motivation for activism and how that activism -specifically the encounters with people through it -feeds back into emotional geographies across my professional (and personal) endeavours. More broadly, I'm concerned with the ways in which emotional becomings and the interconnectivities across spaces of activity/ism and everyday life play out beyond my own individual subjective experience, but rather are caught up in 'situated, relational perspectives' (after Bondi, 2005). I argue that recognising the significance of emotion has implications for how we conduct and disseminate research.

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Section: Insert Figure 2 Here: Inter/subjectivity In Practicementioning

confidence: 99%

‘That's just what I do’: Placing emotion in academic activism

Askins

2009

Emotion, Space and Society

131

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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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“…There is, however, something of 'spatial turn' (Silvey, 2010) within scholarship at the interface of political geography and critical development studies on governance in the Global South. Work here has looked at critically at conscious efforts to 'reform' the state, through programmes of institution building (Chhotray, 2008), fostering public participation (Li 2007;Mohan, 2007) and delivering empowerment (Kesby, 2007), all of which emphasise the inherently spatialised nature of governance practices (Ferguson and Gupta, 2002;Corbridge et al, 2005): this paper aims to add to this earlier work by highlighting the geographies of exclusion produced through decentralisation.…”

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confidence: 99%

Decentralisation and the Changing Geographies of Political Marginalisation in Kerala

Williams

Thampi

2013

Environ Plan A

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One of the benefits often claimed for 'moving' the state closer to people through the institutional reforms of democratic decentralisation is an improvement in the inclusion of politically marginalised groups. Decentralisation promises to deliver both the closer physical presence of centres of government and the formalisation of practices of representation at the grassroots. These changes in turn are expected to provide opportunities for historically marginalised groups to improve their associational capacities, and to gain recognition as rights-bearing citizens. This idea is examined through the experience of Kerala, which has one of the most thorough programmes of democratic decentralisation within India. Decentralisation has indeed provided new pathways to engage with local government. However, attempts to 'rescale' the state to the local level have also reshaped existing institutional channels for representation, political discourses, and everyday state practices, in ways which produce new microgeographies of exclusion. This paper highlights the importance of these everyday experiences of marginalisation for programmes of state reform. It argues that if they are ignored, decentralisation risks reproducing narrow forms of majoritarian localism, and its potential to contribute to building substantive democracy will be lost.

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Spatialising Participatory Approaches: The Contribution of Geography to a Mature Debate

Cited by 154 publications

References 45 publications

‘That's just what I do’: Placing emotion in academic activism

‘That's just what I do’: Placing emotion in academic activism

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

Decentralisation and the Changing Geographies of Political Marginalisation in Kerala

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