CIRA annual report FY 2016/2017

Reporting period April 1, 2016-March 31, 2017

CIRA annual report FY 2017/2018

Reporting period April 1, 2017-March 31, 2018

Communication Strategy Of Professional Investigators And Safeguards (Propam) In Interrogating Police Problems In The Police Medan City

This research discusses; 1) cases of violations committed by members of the Indonesian National Police in Medan District Police 2) the communication strategy of Propam investigators in interrogating violations committed and; 3) the effectiveness of the communication strategy applied. Using qualitative research, data is collected through observation, in-depth interviews, and document studies. Data were analyzed using Miles and Huberman analysis. The results of the study revealed that during 2018 there were 116 cases of violations committed by members of the Indonesian National Police in the Poltabes area of Medan. To uncover the motives of the violation cases, Propam investigators use two communication strategies, namely persuasive communication and human communication. Two strategies are used, which are effective in uncovering the motives of cases of violations committed by members of the National Police in the Polrestabes area of Medan

Rhizomatic Cartographies of Children’s Lived Experience of Poverty and Vulnerability in Siaya, Kenya

Rhizomatic Cartographies of Children’s Lived Experience of Poverty and Vulnerability is an interdisciplinary research on children’s complex lived experience in Kenya. It is based on a one-year ethnographic research in Siaya, a county characterized by some of the lowest indicators of child wellbeing in Kenya. The research was guided by the key cartographical question, how is it both to be, and to be constructed as, a poor and vulnerable child in Siaya, Kenya? I took the rhizome, a Deleuzean imaginary for complexity, fluidity and interconnectedness as the conceptual, methodological, and organizing principle for my study. I explored the children’s experience as ‘cartography’, or a rhizomatic map from three interlinked every-day and symbolic spaces of children. These are: the household/home, and non-state and state programmes of support and schooling. Based on four main observations I demonstrate that contradictions suffuse the lived experience of children. First, due to poverty and associated vulnerabilities, children encounter challenges in enjoying their rights as citizens. Second, in the different spaces, children are targets of diverse interpretations and constructions of their identity and needs and these constructions influence their experience. Third, children and their caregivers draw on concrete, cultural and discursive strategies to cope with these constraints and constructions of their identity, rights and needs. They lay claims to their citizenship rights, but also perceive these rights as due from the state and a range of others. Finally, these strategies and sensibilities – themselves rhizomatic, in turn influence or become part of the cartographies of children’s lived experience of poverty and vulnerability. My research therefore reveals that children’s lived experience is not linear. It is formed at sometimes enduring and/or shifting interstices of material lack and historically/politically located factors. It also forms at complex social relations, including community-individual and state-citizen relations and obligations. This experience coalesces at the context of representations and understanding of children’s needs, rights and identity in programmes and the emergent agency of children. These cartographical readings of children’s experience were enabled by my theoretical intervention of ‘listening softly to children’s voice’. ‘Listening softly’ is a perspective that not only democratizes relations by giving children a voice but acknowledges children as knowing subjects. ‘Listening softly’ goes further to capture and draw implications for various dimensions of children’s voice. Listening softly was enabled by my methodological orientation of a rhizome, and I therefore located children’s voice as emergent in diverse contexts including locations of power. I also acknowledged that voice is multi-vocal and includes silence, the silenced and the unsaid. ‘Listening softly’ was supported by my diffractive reading of perspectives obtained through child-centred methods including narrative conversations, ph