Telling Our Story, Because No One Else Will: Cape Verdean Transnational Identity Formation as Knowledge Production

“This article was published as Gibau, G.S. (2015). Telling Our Story, Because No One Else Will: Cape Verdean Transnational Identity Formation as Knowledge Production. Mande Studies, 16-17, 107-117. No part of it may be reproduced, stored in a retrieval system, transmitted, or distributed in any form, by any means, electronic, mechanical, photographic, or otherwise, without the prior permission of Indiana University Press. For education reuse, please contact the Copyright Clearance Center http://www.copyright.com/. For all other permissions, contact IUPress at http://iupress.indiana.edu/rights/.”Seemingly from birth, Cape Verdeans are charged by their elders to go forth and "tell their story." Yet the Cape Verdean story remains relatively unknown despite its relevance to world history and ongoing processes of globalization. Nevertheless, Cape Verdeans refuse to be rendered "statistically insignificant" in the American imagination. This article explores recent scholarship and personal standpoints produced by people exploring Cape Verdean transnational identity as a means of making their truths known, thus redirecting the recurrent scholarly gaze from its focus on knowledge production among anglophone diaspora communities to the equally-relevant lusophone experience

Countering the Norm, (Re)authoring Our Lives: The Promise Counterstorytelling Holds as a Research Methodology With LGBTQ Youth and Beyond

Counterstorytelling, a methodology that is rooted in critical race theory, is undergirded by principles that are beneficial to understanding the experiences of lesbian, gay, bisexual, transgender, and queer-identified (LGBTQ) young people from an intersectional perspective. Counterstorytelling holds promise as a method that creates opportunities for individual transformation and resistance to dominant narratives among young people facing systemic oppression. This article outlines the design and implementation of a counterstorytelling study with LGBTQ youth and reflects on the value and associated challenges of counterstorytelling as a participatory research method

Effective performance management of inter-organisational collaborations through the construction of multiple identities

Although inter-organisational collaborations can offer better services, their performance management is complex and can often fail. Through the exploration of multiple (collaborative and non-collaborative) identities formed by partners, the paper offers guidelines for a more effective performance management of inter-organisational collaborations. More specifically, drawing upon a longitudinal qualitative study of a Greek inter-organisational collaboration, the findings of the research illustrate that both collaborative and non-collaborative identities can lead to better collaboration performance. Secondly, the study suggests that it is better to maintain the tension between stability and change within the collaborative process than resolve it. Finally, it offers four collaborative patterns for a more effective performance management of inter-organisational collaborations

Researching creatively with pupils in Assessment for Learning (AfL) classrooms on experiences of participation and consultation

This paper reports on an ESRC TLRP project, Consulting Pupils on the Assessment of their Learning (CPAL). The CPAL project provides an additional theoretical perspective to the ‘educational benefits’ perspective of engaging pupil voice in learning and teaching (Rudduck et al., 2003) through its exploration of pupil rights specifically in relation to assessment issues presently on the policy agenda in the Northern Ireland context – notably Assessment for Learning (AfL). An emergent framework for assessing pupil rights, based on Article 12 of the United Nations Convention on the Rights of the Child (Lundy, 2007), is being used to explore the ways in which AfL classroom practice creates the conditions for increased pupil participation and consultation. Pupil views on their AfL classroom experiences and participation are explored by means of a variety of pupil-centred, creative research methods that engage and stimulate pupils to observe, communicate and analyse their learning and assessment experiences and give meaning to them. This presentation highlights preliminary data based on a sample of 11-14 years pupils' experiences of participation and consultation in classrooms adopting AfL pedagogical principles, and identifies characteristics that support or inhibit pupil participation in their learning and the expression of their views about such matters

Community experiences of organised crime in Scotland

The research explored community experiences of serious organised crime in Scotland (SOC). The report provides information on the nature and extent of the impact of SOC on everyday life in the community, as well as offering suggestions for policy development. The study sought to answer the following questions: 1)What are the relationships that exist between SOC and communities in Scotland? 2)What are the experiences and perceptions of residents, stakeholders and organisations of the scope and nature of SOC within their local area? and 3)How does SOC impact on community wellbeing, and to what extent can the harms associated with SOC be mitigated

Desistance, reflexivity and relationality : a case study

This paper presents the analysis of a single life-story drawn from a larger study examining theindividual, relational and structural contributions to the desistance process. The emphasis here is on the contributions of key social relations in ‘Evan’s’ narrative of change. How people relate to one another, and what these relationships mean to them both as individuals and together, are critical aspects of understanding the role of social relations in desistance. This paper concludes by considering how penal practices might generate and sustain the kinds of social capital and reflexive, relational networks relevant to desistance

Using plenary focus groups in information systems research: More than a collection of interviews

Standard data collection techniques in qualitative research have included surveys, interviews and observations. The Focus group technique is a more recent addition to the empirical researcher's repertoire and is highly appropriate to Information Systems research in particular circumstances. This paper introduces a focus group approach to the study of information systems using a case study scenario and employing a structuring technique borrowed from Soft Systems Methodology designed to shape the discussion and organize group attention on specific aspects of the descriptive process. The paper describes the conduct of focus groups with respect to individual incidents and defines a particular type of Focus Group which involves all persons attendant at an event, thereby removing problems of sampling and representativeness. The unique properties and advantages of this type of focus group in respect to IS research emerged from the case study and an example of the use of story elicitation technique is described. The case study scenario is a regional fire service and any fire or rescue related incident is unique, dynamic, live and real-time, in addition it requires the combined skills and actions of a group of individuals, none of whom may have a full overview of the situation until after the event. These factors are present in other events such as any emergency procedure, artistic or sporting performance, construction and demolition events. Recording of such events presents genuine problems for information systems and the elicitation technique helped the group members to think in different ways about the impact of their incident recording systems. As the technique has broader use across research disciplines, an attempt is made to identify the attributes and properties of these 'Plenary Focus Groups' in information systems research scenario that might lend themselves to focus group research as a useful and successful technique