Mobilising spatial risks: reflections on researching Venezuelan and Australian fairground people's educational experiences

[Abstract]: One approach to conducting educational research is to strive for ‘risk minimisation’. This is presumably on the assumption that risk is always and inevitably dangerous and harmful (see also McDougall, Jarzabkowski, Mills & Gale, Moore, Danaher and Walker-Gibbs, this volume), and to be avoided at all costs. Following the theme of celebrating ‘strategic uncertainties’ (Stronach & MacLure, 1997), we prefer a different approach, one grounded in the recognition of risk as the prerequisite of new conceptual, methodological and empirical understandings. Rather than being minimised or avoided, risk should be mobilised and enthusiastically pursued – carpe diem transposed to an educational research framework. Our conviction of the utility, even the necessity, of mobilising risk derives in part from our ongoing research into the educational experiences of Venezuelan and Australian fairground people (Anteliz & Danaher, 2000; Anteliz, Danaher & Danaher, 2001). In multiple ways, the fairground people routinely enter the spaces of permanently resident communities, and in so doing they challenge the stereotypes attached to mobile groups (McVeigh, 1997). From this perspective, their physical mobility becomes allied with their mobilisation of spatial risks in order to earn their living and to sustain their cultural heritage. We see this process of mobilising spatial risks as potentially both a template and a metaphor for educational researchers. Space can be conceptualised as the site of multiple and often conflicting beliefs, discourses and values. In the context of an educational research project, space can indeed be risky and unpredictable, yet it can also become the place in which transformational educational practices are conceived and developed. This is precisely why spatial risks need to be mobilised – and why ‘strategic uncertainties’ need to be celebrated

The instabilities of expertise: remaking knowledge, power and politics in unsettled times

In this article, we explore the implications of contemporary populist challenges to established forms of expertise in the UK, USA and elsewhere. Drawing on a Foucauldian conception of knowledge and power as always articulated, we argue for a conjunctural approach to understanding the ways in which formations of expertise become stabilized and de-stabilized, vulnerable to challenge and contestation. We trace the role of economic expertise in defining the limits of political and policy “realism” before and after the crash of 2007–8. We then consider the rise of nationalist-populist political mobilizations which challenged existing “expertise” in the name of popular wisdom. In the context of de-stabilized forms of expertise, we ask about emergent attempts at reconfiguring knowledge, power and politics in different ways

Insurgent participation: consensus and contestation in planning the redevelopment of Berlin-Tempelhof airport

Despite decades of debate, participatory planning continues to be contested. More recently, research has revealed a relationship between participation and neoliberalism, in which participation works as a post-political tool—a means to depoliticize planning and legitimize neoliberal policy-making. This article argues that such accounts lack attention to the opportunities for opposing neoliberal planning that may be inherent within participatory processes. In order to further an understanding of the workings of resistance within planning, it suggests the notion of insurgent participation—a mode of contentious intervention in participatory approaches. It develops this concept through the analysis of various participatory approaches launched to regenerate the former airport Berlin-Tempelhof. A critical reading of participation in Tempelhof reveals a contradictory process. Although participatory methods worked to mobilize support for predefined agendas, their insurgent participation also allowed participants to criticize and shape the possibilities of engagement, challenge planning approaches and envision alternatives to capitalist imperatives

Globalization contested: an international political economy of work

This exciting book provides an illuminating account of contemporary globalization that is grounded in actual transformations in the areas of production and the workplace. It reveals the social and political contests that give 'global' its meaning, by examining the contested nature of globalization as it is expressed in the restructuring of work. Rejecting conventional explanations of globalization as a process that automatically leads to transformations in working lives, or as a project that is strategically designed to bring about lean and flexible forms of production, this book advances an understanding of the social practices that constitute global change. Through case studies that span from the labour flexibility debates in Britain and Germany, to the strategies and tactics of corporations and workers, the author examines how globalization is interpreted and experienced in everyday life. Contestation, she argues, is about more than just direct protests and resistances. It has become a central feature of the practices that enable or confound global restructuring. This book offers students and scholars of international political economy, sociology and industrial relations an innovative framework for the analysis of globalisation and the restructuring of work

The Possibilities of Asian American Citizenship: A Critical Race and Gender Analysis

Conventionally, citizenship is understood as a legal category of membership in a national polity that ensures equal rights among its citizens. This conventional understanding, however, begs disruption when the histories and experiences of marginalized groups are brought to the fore. Equal citizenship in all its forms for marginalized populations has yet to be realized. For Asian Americans, rights presumably accorded to the legal status of citizenship have proven tenuous across different historical and political moments. Throughout U.S. history, Asian American or Oriental men and women have been designated aliens against whom white male and female citizenships have been legitimized. These categories of inclusion and exclusion- citizen and alien -are mutually constitutive; members are legitimate only when defined against the exclusion of others. Citizenship must be conceptualized as a broader set of social and cultural memberships and exclusions beyond political rights and legal status. This article examines how scholarly works engage citizenship formations of Asian American women and men. It also asks: Are there modes of citizenship, other than legal status and rights, to explain the experiences and histories of Asian American men and women, as well as provide anti-racist, feminist sites of resistance in the struggle for equality

Accommodating Perceptions, Searching for Authenticity and Decolonising Methodology: The Case of the Australia / Papua New Guinea Secondary School Student's project

This paper discusses the development process of a research methodology for accommodating the exploration of recipients’ perceptions of a foreign educational project. The search for authenticity in methodology remains an issue for qualitative inquiry which has its origins in a constructive epistemology. Theoretically positioned within a postcolonial framework, the search for authenticity in methodology presented a challenge for the researcher. Specifically, this paper will focus on the research problem, issues relating to evaluation of aid programs, decolonising methodology and the search for authenticity. The paper concludes with some findings of the research project, demonstrating that decolonising methodologies create new possibilities in educational research with specific reference to educational assistance and postcolonial societies. It reveals the complexities of cultural politics and its influences on foreign financial assistance. These findings include the concepts of cultural identity, ethnicity, hegemony and ambivalence which characterises the nature of Papua New Guinea education and society

Globalisation contested

This exciting book provides an illuminating account of contemporary globalization that is grounded in actual transformations in the areas of production and the workplace. It reveals the social and political contests that give 'global' its meaning, by examining the contested nature of globalization as it is expressed in the restructuring of work. Rejecting conventional explanations of globalization as a process that automatically leads to transformations in working lives, or as a project that is strategically designed to bring about lean and flexible forms of production, this book advances an understanding of the social practices that constitute global change. Through case studies that span from the labour flexibility debates in Britain and Germany, to the strategies and tactics of corporations and workers, the author examines how globalization is interpreted and experienced in everyday life. Contestation, she argues, is about more than just direct protests and resistances. It has become a central feature of the practices that enable or confound global restructuring. This book offers students and scholars of international political economy, sociology and industrial relations an innovative framework for the analysis of globalisation and the restructuring of work

Contested cultures of care: research with and for the plus one community on the plus one experience - evaluation report

Derbyshire and Nottinghamshire Collaborative Outreach Projec

Justice-Learning: Service-Learning as Justice-Oriented Education

Justice-learning lies at the intersection of service-learning and social justice education. Specifically, I argue for a distinctive form of community-based learning ( antifoundational service-learning ) that fosters a justice-oriented framework ( anti-anti-social justice ) that makes possible the questioning and disruption of unexamined and all too often oppressive binaries of how we view the struggle toward equity in education. The linkage of service-learning and social justice education in this manner offers a weak overcoming that strengthens experiential learning toward justice while avoiding the dilution and radicalization faced by both movements. I, thus, trace the linkages between service-learning and social justice education; explicate the potential of antifoundational service-learning as a form of anti-antisocial justice; and draw out the potential and implication of this linkage for both service-learning and social justice education