Beyond the artisanal mining site: migration, housing capital accumulation and indirect urbanization in East Africa

During the past 30 years, Tanzania has experienced successive precious mineral rushes led by artisanal miners. Their settlement, livelihood and housing strategies have evolved amidst high mobility in pursuit of mineral wealth. Cumulatively, the spatial movement of artisanal miners and an associated following of economically motivated migrant service providers have catalysed large-scale “direct urbanization” at artisanal mine sites-cum-small towns. These settlements have been generally characterized by relatively makeshift accommodation, which may mask accumulated savings of in situ earnings for housing investment elsewhere. In this article, in addition to documenting the mine-led direct urbanization process, we draw attention to a subsequent “indirect urbanization” phenomenon, whereby many successful artisanal miners and other entrepreneurial mining settlement residents make strategic house building investments in larger towns and cities. In anticipation of declining mineral yields and retirement from days of “roughing it” in mining sites, they endeavour to channel savings into housing in more urbanized locations, aiming to diversify into profitable business activities, living a life with better physical and social amenities. Their second-wave onward migration from mine sites encompasses more diverse destinations, particularly regional towns and cities, which accommodate their work and family life cycle needs and lifestyle preferences. Such mine-led direct and indirect urbanization processes arise from sequential migration decision-making of participants in Tanzania’s artisanal mining sector. In this article, we interrogate mining settlement residents’ locational choices on the basis of fieldwork survey findings from four artisanal gold and diamond mining settlements in Tanzania’s mineral-rich regions of Geita, Mwanza and Shinyanga, and from in-depth interviews with miners-cum-entrepreneurs residing in Mwanza, Tanzania’s second largest city, situated in the heart of Tanzania’s gold fields

Making sense of assets: Community asset mapping and related approaches for cultivating capacities

This working paper critically reviews some main aspects from asset based approaches highlights key strengths and weaknesses for future research/development. Drawing on a large body of reports and relevant literature we draw on different theoretical traditions and critiques, as well as practices and processes embedded within a broad range of approaches including, widely acknowledged frameworks such Asset Based Community Development (ABCD), Appreciative Inquiry (AI), Sustainable Livelihood Approaches (SLA) and Community Capitals Framework (CCF). Although these are presented as distinct approaches, there is a sense of evolution through them and many of them overlap (in terms of both theories and methodologies). We also include emerging frameworks, including geographical, socio-spatial, visual and creative approaches, stemming from a number of projects within AHRC’s Connected Communities programme and additional collaborations

We didn't know it was that bad: Unearthing parent perspectives on Universal Pre-K policy

Families are the ultimate recipients of the effects of policy, but seldom get a seat at the policymaking table. This study investigated how parents perceive the impacts of unequal teacher compensation policies on New York City’s (NYC) Universal Pre-K (UPK) expansion. Utilizing Bronfenbrenner's (1979) ecological systems theory and Schneider and Ingram’s (1993) theory of social construction and policy design to create a rich conceptual framework, this qualitative study analyzed parents' voices through document and social media discourse analysis expanding from 2014 to 2021, and semi-structured interviews (n=15). Participants reflected the demographic diversity found in NYC, the largest school system in the country. The data analysis occurred in three sequential stages: (a) content analysis of documents, (b) thematic analysis of interview data, and (c) compilation of findings from these analyses to draw comprehensive conclusions. Findings revealed that while parents had limited engagement with policy, they were able to articulate the detrimental effects of compensation policies—particularly the effect of teacher turnover on their daily lives—with a disproportional effect on parents of racially minoritized backgrounds or living in low-income neighborhoods. The rich interviews unearthed the dissonance between the policy’s intent and its effect on perpetuating racial and socio-economic biases. Recommendations for advocacy and engagement are provided

Unearthing learners’ conceptions of reflection to innovate business education for the 21st century

The development of learners’ capacities for critical reflection is an important learning outcome for 21st century business education. Theories suggest that a learner holds a particular orientation to reflection, and that this perspective will be influenced by his or her underlying beliefs. This, coupled with an increased focus on the student experience, personal development, and self-regulation in higher education, offers scope for considering instructional design from a second-order perspective, or in other words, from the student’s point of view. This study sought to understand: 1) the ways that business students orientate to reflection, 2) the different conceptions they hold of reflection, and 3) whether there is a relationship between the two. Reflective learning questionnaires were completed by 112 business students studying at the University of Northampton. Survey results showed that while the research instrument was a good fit for investigating orientations to and conceptions of reflection, there did not appear to be a correlation between the two. Learning analytics such as these will be useful for considering how the University can design more meaningful business curricula. However, the disconnect between conceptions of and orientations to reflection needs to be explored through further research

Dealing with mobility: Understanding access anytime, anywhere

The rapid and accelerating move towards the adoption and use of mobile technologies has increasingly provided people and organisations with the ability to work away from the office and on the move. The new ways of working afforded by these technologies are often characterised in terms of access to information and people ‘anytime, anywhere’. This paper presents a study of mobile workers that highlights different facets of access to remote people and information, and different facets of anytime, anywhere. Four key factors in mobile work are identified from the study: the role of planning, working in ‘dead time’, accessing remote technological and informational resources, and monitoring the activities of remote colleagues. By reflecting on these issues, we can better understand the role of technology and artefact use in mobile work and identify the opportunities for the development of appropriate technological solutions to support mobile workers

Chasing the ‘Hounds of Hell’: Howard Thurman’s Jesus and the Disinherited as a Curriculum for Racial Justice and Reconciliation

This essay explores the implications of the Trayvon Martin case for educators who must contend with the complexities of race in the context of schooling. With the assumption that race continues to function as an important category in social arrangements, this essay addresses the following questions: What is the role of race and racial stereotyping in educational disparities? How can educators work purposely toward a curriculum of racial justice and reconciliation? Drawing on the work of African American theologian and civil rights leader Howard Thurman, this essay argues that new approaches to social justice education should address both the extrapersonal and intrapersonal aspects of antiracist and antioppressive work. “We do not really see through our eyes or hear through our ears, but through our beliefs. To put our beliefs on hold is to cease to exist as ourselves for a moment—that is not easy. It is painful as well, because it means turning yourself inside out, giving up your own sense of who you are, and being willing to see yourself in the unflattering light of another’s angry gaze. It is not easy, but it is the only way we learn what it might feel like to be someone else and the only way to start a dialogue.” Lisa Delpit (1988), The Silenced Dialogue, p. 29

Healing the Encounter between People and Place in Southern Appalachia

In southern Appalachia, we fail to make visible the roots. Existing not as a geographical location but as a socially constructed culture and a concentrated source of exploited energy, the region reflects a necessary element of the postcolonial American imagination. For nationally lucrative resources such as coal, oil, lumber, and natural gas to be extracted without consideration or consciousness for the people and the place of its origin, the otherized Appalachian stereotype must prevail. Further crystalizing this false construction, white Appalachian scholars traditionally address current health disparities via the victimization of poor white Appalachia. The capitalist initiative to concentrate power and privilege may therefore be evidenced by the elimination of white Appalachia’s historical role and responsibility in the colonization of indigenous peoples, the dehumanization of enslaved peoples, and the acts of hate and violence against people of color today. In this paper, I explore current literature on Appalachian Studies, historical trauma theory, art-based social action, and anti-oppressive practice to make visible the roots of social suffering and begin unearthing and transforming historical trauma buried within the land

Traversing the Waste Spectrum: Unveiling Pakistan's MSW Landscape and Solutions

Municipal solid waste (MSW) management must be sustainable in order to meet the Sustainable Development Goals (SDGs) and address health, environmental, and disposal challenges caused by the vast amounts of trash generated. MSW management going wrong puts locals in danger. In Pakistan, the production of municipal solid trash is rising daily. Urban settlers and other organizations gather a lot of waste in various forms, usually defiling and making our surroundings uninviting.  Due to the indiscriminate dumping of various wastes, the soil quality in the metropolitan area has decreased as a result of solid and liquefied waste disposal. Significant environmental concerns regarding soil and water pollution arise from transferring contaminated garbage and mixed fluid outside of waste disposal borders. The impacts of municipal garbage disposal on soil and water quality at open waste dumping sites were the main focus of this review. Using a soil and water quality index, in many regions of the world especially in regions where waste management practices are insufficient, the contamination of soil and water owing to incorrect municipal solid waste disposal is a serious environmental hazard. Open dumping, unregulated landfilling, and illegal dumping are examples of improper waste disposal practices that can result in pollution that affects the quality of the soil and water. They must also seek to identify sustainable waste management solutions. The effect of these emitted gaseous emissions has, however, been thoroughly researched. To safeguard the environment and public health, quick action must be made to control trace element pollution

The victorious English language: hegemonic practices in the management academy

This study explores hegemonic linguistic processes, that is, the dominant and unreflective use of the English language in the production of textual knowledge accounts. The authors see the production of management knowledge as situated in central or peripheral locations, which they examine from an English language perspective. Their inquiry is based on an empirical study based on the perspectives of 33 management academics (not English language speakers) in (semi) peripheral locations, who have to generate and disseminate knowledge in and through the English language. Although the hegemony of the center in the knowledge production process has long been acknowledged, the specific contribution of this study is to explore how the English language operates as part of the “ideological complex” that produces and maintains this hegemony, as well as how this hegemony is manifested at the local level of publication practices in peripherally located business and management schools