Managing local-global knowledge encounters: unpacking the dynamics of comprehensive sexuality education in conditions of precarity

This thesis develops a social psychological approach for the study of comprehensive sexuality education (CSE) aimed at youth in contexts of ‘precarity’ (Butler 2009) where wider political systems structure differential experiences of insecurity and marginalisation (e.g. widespread poverty, high HIV prevalence, gender inequality, generational differences). It emphasises the need for greater analytical focus on how change interventions are actualised, from conception through to evaluation. It argues that current framings of CSE in such settings, reify and depoliticise the local-global contexts which situate and shape interventions, and that existing methods neglect the dynamics and interactive aspects of implementation, which are key influencers on programme outcomes. Using the theory of social representations in a dialogical framing, this thesis conceptualises CSE interventions as a form of knowledge encounter; as situated spaces of strategic engagement between local-global knowledge cultures, enacted through the interpretative and communicative practice of differently positioned actors, agencies and artifacts. Through an ethnographic case study of an award-winning CSE intervention aimed at youth in urban Tanzania which had ‘disappointing’ outcome results, methodological and analytical focus is placed on three core points of interaction: the representations of knowledges on youth sexualities and their strategisation for behaviour change in curricula; youth sense-making of this curriculum knowledge in relation to the [sexual] relationship opportunities available to them; and the processes of communicative engagement (i.e. activities) which make up the intervention. The analyses provide greater context to the outcome results by illustrating how local-global precarity shapes behaviours, implementation practices, and overall change potentials, yet how it is either ignored or minimised in CSE curricula, and reporting and evaluation activities. Such neglect is seen to only further marginalise youth and overburden implementing actors. Whilst precarity is potentially beyond the scope of a CSE intervention, it is argued that more explicit focus needs to be put towards researching the specific insecurities that precarity causes in localities, and that these need to be factored into behaviour change theorisations, activities, and evaluations. In this way CSE interventions are conceptualised as spaces through which theorising on possibilities for relational forms of agency in precarity can be developed

Scientific and non-scientific information in the uptake of health information: The case of Ebola

The Ebola virus disease outbreak in West Africa (2013–2016) claimed over 10 000 lives in less than 18 months. Low levels of familiarity with the disease, ease of transmission, scale of infection, gruesomeness of symptoms, lack of cure and high fatality rate created a global panic. From the perspective of the social psychology of communication and content analysis, this study examines media coverage of the crisis in Africa with a view to unpacking the scientific and non-scientific information that may have framed public understanding of the disease. Findings show that accepting scientific advice was not unproblematic, because of the similarity of early symptoms with known diseases such as Lassa, dengue and malaria fevers. Cultural and religious actors and beliefs posed a paradox for believers as the public assimilated disease prevention information into existing norms and practices. Rumours and conspiracy theories about Western governments and pharmaceuticals also contributed to the rejection of the scientific explanation of its origin. Fear of the devastating effects of the disease and the lack of a cure led to the stigmatisation of the infected and treatment centres and ultimately to public revolts. Findings show the importance of non-scientific information and actors in matters of health and illness in Africa

Comprehensive sexuality education is ‘not for us’: rethinking ‘cultural relevance’ through Young Tanzanians' identifications with/against intervention knowledge

The need for comprehensive sexuality education (CSE) to be culturally relevant and inclusive is increasingly recognised as a fundamental aspect of supporting young people to live healthy sexual lives. Nevertheless questions remain about how to represent cultures and difference without subtly reinforcing inequalities. This paper makes a case for the need to explore this issue through analyses of how different gendered and demographic groups of young Tanzanian attendees of culturally relevant CSE, identify with (or against) intervention knowledge[s]. Grounded in dialogical social psychological theorising, we present a methodological approach for exploring how processes of belonging and Othering structure young people's negotiations of culturally relevant CSE amongst other knowledges. An adapted version of the ‘story completion’ method was used with university students and urban-poor young people (aged 18–34) to instigate dialogues about how a fictional protagonist might think, feel, and act in their relationship, looking to see if, and how, young people incorporated CSE knowledge. Twelve single-gendered focus-group discussions were held in September 2014 with 48 young people, and then findings from these were discussed further with 27 returning young people through three mixed-gendered workshops in August 2015. The analyses highlight how young Tanzanians explicitly Other CSE interventions, positioning their knowledge as ‘not for us’. More implicitly, difference is also constructed around ideas about change and gendered development, along with trust and support in relationships. The devices used to Other shifted and differed across demographic groups, ranging from complete denials of intervention knowledge to viewing it as unrealistic, dangerous, or self-stigmatised for not being able to use it. We propose that these findings highlight the need to rethink how both ‘culture’ and ‘relevance’ are conceptualised in CSE, most specifically necessitating greater recognitions of poverty, transnationality, and the lasting legacies of colonialism and behaviour change interventions that communicated through fear and morality

Dialogue with The Life of the Mind

The Life of the Mind is an intriguing unfinished book written by Hannah Arendt, known as a political philosopher, at the very end of her life in 1975. We devote this Special Issue of Culture & Psychology to this work, because we are convinced that it raises interesting and important questions for social and cultural psychology today. In this Introduction to the Special Issue, we first explain why we believe that this book deserves closer attention. Second, we present the context of its publication, and a short biography of Arendt, to show its position in her life. Published posthumously, the book was her last project, yet it is based on some of her lifelong concerns. Third, we summarise Arendt’s ideas about the psyche, and the main three faculties of mind – thinking, willing and judging – with which the book is concerned. We then address three difficulties the book raises for psychologists reading her work. Finally, we explain the context in which we developed this Special Issue, and summarise the topics that will be addressed in the papers assembled here

Towards a social psychology of precarity

This article introduces the special issue ‘Towards a Social Psychology of Precarity’ that develops an orienting lens for social psychologists' engagement with the concept. As guest editors of the special issue, we provide a thematic overview of how ‘precarity’ is being conceptualized throughout the social sciences, before distilling the nine contributions to the special issue. In so doing, we trace the ways in which social psychologists are (dis)engaging with the concept of precarity, yet too, explore how precarity constitutes, and is embedded within, the discipline itself. Resisting disciplinary decadence, we collectively explore what a social psychology of precarity could be, and view working with/in precarity as fundamental to addressing broader calls for the social responsiveness of the discipline. The contributing papers, which are methodologically pluralistic and provide rich conceptualisations of precarity, challenge reductionist individualist understandings of suffering and coping and extend social science theorizations on precarity. They also highlight the ways in which social psychology remains complicit in perpetuating different forms of precarity, for both communities and academics. We propose future directions for the social psychological study of precarity through four reflexive questions that we encourage scholars to engage with so that we may both work with/in, and intervene against, ‘the precarious’

Conceptualising schools as a source of social capital for HIV affected children in southern Africa

Many AIDS-affected African children lack forms of adult support and guidance traditionally provided by families. There is growing policy attention to the role schools might play in caring for children in extreme adversity in ways that go far beyond traditional education. We use the concept of the “HIV competent school,” which incorporates bonding, bridging and linking social capital, to frame a selective review of the literature on school responses to HIV/AIDS in southern African countries, and an in-depth case study of indigenous school responses in eastern Zimbabwe. We call for greater attention to the ethic of care emerging from the interaction between AIDS-affected children and relevant peers and adults in the school setting and the way in which this is limited or enabled in particular social settings

Dialogue with The Life of the Mind

The Life of the Mind is an intriguing unfinished book written by Hannah Arendt, known as a political philosopher, at the very end of her life in 1975. We devote this Special Issue of Culture & Psychology to this work, because we are convinced that it raises interesting and important questions for social and cultural psychology today. In this Introduction to the Special Issue, we first explain why we believe that this book deserves closer attention. Second, we present the context of its publication, and a short biography of Arendt, to show its position in her life. Published posthumously, the book was her last project, yet it is based on some of her lifelong concerns. Third, we summarise Arendt’s ideas about the psyche, and the main three faculties of mind – thinking, willing and judging – with which the book is concerned. We then address three difficulties the book raises for psychologists reading her work. Finally, we explain the context in which we developed this Special Issue, and summarise the topics that will be addressed in the papers assembled here.Output Status: Forthcoming/Available Onlin

Contextually appropriate communication strategies for COVID-19 prevention in Kenya border regions: evidence from a mixed methods observational study in Busia and Mandera counties

Kenya has long and porous borders with its neighbouring countries. These regions, predominantly inhabited by highly mobile rural communities with strong cross-border cultural ties, present major challenges in managing movement of people and COVID-19 preventive measures. Our study sought to assess knowledge of COVID-19 prevention behaviours, how these varied by socioeconomic (SEC) factors and the challenges of engagement and implementation, in two border counties of Kenya. We conducted a mixed methods study using a household e-survey (Busia, N=294; Mandera, N=288; 57% females, 43% males), and qualitative telephone interviews (N=73: Busia 55; Mandera 18) with policy actors, healthcare workers, truckers and traders, and community members. Interviews were transcribed, English translated and analysed using the framework method. Associations between SEC (wealth quintiles, educational level) and knowledge of COVID-19 preventive behaviours were explored using Poisson regression. Participants were mostly educated to primary school level (54.4% Busia, 61.6% Mandera). Knowledge of COVID-19 prevention varied by behaviour: hand washing-86.5%, use of hand sanitiser-74.8%, wearing a face mask-63.1%, covering the mouth when sneezing or coughing-56.3% and social distancing-40.1%. Differences in knowledge by area, educational level and the wealth index were marked, greatest for Mandera, the less educated and the poor. Interviews with stakeholders revealed challenges in health messaging, psychosocial and socioeconomic factors, lack of preparedness for truck border crossings, language barrier, denial and livelihood insecurity as key challenges to engagement with and implementation of COVID-19 prevention behaviours in the border regions. The influence of SEC disparities and border dynamics on knowledge and engagement with COVID-19 prevention behaviours calls for contextually appropriate risk communication strategies that are cognisant of community needs and local patterns of information flow. Coordinating response measures across border points is crucial in winning communities' trust and maintaining essential economic and social activities. [Abstract copyright: © Author(s) (or their employer(s)) 2023. Re-use permitted under CC BY. Published by BMJ.

Hrk/DP5 contributes to the apoptosis of select neuronal populations but is dispensable for haematopoietic cell apoptosis

The pro-apoptotic BH3-only members of the Bcl2 family, crucial initiators of cell death, are activated by a diverse array of developmental cues or experimentally applied stress stimuli. We have investigated, through gene targeting in mice, the biological roles for the BH3-only family member HRK (also known as DP5) in apoptosis regulation. Hrk gene expression was found to be restricted to cells and tissues of the central and peripheral nervous systems. Sensory neurons from mice lacking Hrk were less sensitive to apoptosis induced by nerve growth factor (NGF) withdrawal, consistent with the induction of Hrk following NGF deprivation. By contrast, cerebellar granule neurons that upregulate Hrk upon transfer to low-K+ medium underwent apoptosis normally under these conditions in the absence of Hrk. Furthermore, loss of Hrk was not sufficient to rescue the neuronal degeneration in lurcher mutant mice. Despite previous reports, no evidence was found for Hrk expression or induction in growth-factor-dependent haematopoietic cell lines following withdrawal of their requisite cytokine, and haematopoietic progenitors lacking HRK died normally in res onse to cytokine deprivation. These results demo rate that HRK contributes to apoptosis signalling elic4itd by trophic factor withdrawal in certain neuronal populations but is dispensable for apoptosis of haematopoletic cells