Governing through freedom, ruling at a distance: neoliberal governmentality and the new aid architecture in the AIDS response in Malawi

This thesis was submitted for the degree of Doctor of Philosophy and awarded by Brunel University.In this thesis, I critically analyse power relations between donors and the government of Malawi (GoM) under the new aid architecture and argue that this new configuration represents a shift away from domination, with donors attempting to impose policies, and towards more subtle interactions, through which donors seek to transform the GoM into a self-disciplined, entrepreneurial, neoliberal subject by shaping its aspirations and promoting specific norms of conduct, ‘truths’ and policy-related techniques. The research focuses on funding for AIDS and draws on forty interviews with representatives from the GoM, donors and civil society, conducted in Malawi 2008, as well as discursive analysis of secondary sources. I use Foucault’s concept of governmentality, a form of productive power focused on the care of the population and working through individuals’ subjectivities, and extend it to the relation between donors and the GoM. I show that the agency of the GoM is both elicited by the principle of country ownership, and re-worked through the increased involvement of donors in the policy sphere. I explore how these interactions are legitimised by a discourse that presents donors and the GoM as equals, while casting the GoM as technically deficient and requiring donors’ intervention. I analyse how donors instrumentalise dialogue with the GoM to instil an ethos of self-responsibility.I also investigate how AIDS funding has been made reliant on public financial management reforms, which re-code social domains according to an economic logic, by subordinating government activities to macroeconomic imperatives and creating new undemocratic accountabilities based on market rationalities. I argue that by restructuring the GoM according to this neoliberal rationality, the new aid architecture has programmatic effects, allowing donors to rule at a distance. I also examine avenues for resistance, particularly the potential residing in the intrinsic contradictions of this rationality.2008 Postgraduate Travel Award awarded by DARG

The liminality of training spaces: Places of private/public transitions

This paper draws upon research, conducted for the London West Learning and Skills Council, on the training experiences of women with dependent children. One of the striking revelations of the research, we suggest, is the way in which training spaces are used and perceived by women, which are often at odds with government intentions. To help make sense of women’s use of and motivation for training we utilise the concept of ‘liminality’ and the private/public imbrication to explain the ways in which women use, or are discouraged from using, training spaces. Further, how the varied and multiple uses women in our research have put training to in their own lives has encouraged us to rethink the relationship between the private and the public more generally. In the light of this, we suggest that training and the places in which training take place, have been neglected processes and spaces within feminist geography and might usefully be explored further to add to an extensive literature on women’s caring and domestic roles and their role in the paid workplace

Discourses of integration and exclusion: Equal opportunities for university students with dependent children?

Despite the growth and diversification of the student population, many British universities are still organised to cater for young students without caring responsibilities. Drawing on feminist frameworks of gender equality, this paper explores the ways in which governmental discourse of equal opportunities is articulated, sustained and resisted by staff and studying parents in a 1960s university. While many respondents attempt to comply with the prevailing learner norms entrenched in government policy, some also articulate an alternative discourse justifying the 'special treatment' of non-traditional students. However, this paper extends a third narrative that attempts to re-imagine university as an inclusive space

Family learning and the socio-spatial practice of 'supportive' power

Family learning has been an important mode of education deployed by governments in the United Kingdom over the past 20 years, and is positioned at the nexus of various social policy areas whose focus stretch beyond education. Drawing on qualitative research exploring mothers' participation in seven different family learning programmes across West London, this paper looks at how this type of education is mobilised; that is, how mothers are 'encouraged' to participate and benefit from this type of programme. Framed by a neo-liberal policy climate and Foucauldian writings on governmentality and surveillance, we explore how participating mothers are carefully 'targeted' for this type of learning through their children and through school/ nursery spaces, and how programmes themselves then operate as a supportive social space aimed at facilitating social networks, friendship and personal development linked to positions of gender, ethnicity, class and migrant status. It is the socio-spatial workings of 'supportive' power and power relations that enable family learning to be mobilised that ensures its popularity as a social policy initiative.The British Academy (small research grant SG42092)

'Body training': Investigating the embodied training choices of/for mothers in West London

Framed by the UK Government's efforts to combat social exclusion by encouraging a shift from welfare to work through (re)training, this paper explores the types of training courses being offered to and taken by women with young children in West London. Drawing upon qualitative research, the paper explores the actual and desired uptake of 'body training' courses among mothers, linked, in part, to the current 'body work' skills gap in the local economy. The encouragement given to women and the interest they have in engaging in 'body training' is, we suggest, linked to the discursive construction and performance of a highly feminised and, often, maternal identity, which emphasises women's caring role and the caring self. By probing the body/training nexus through the motivations and choices of mothers in West London the paper raises questions about gender identity and stereotyping in relation to training-for-work policies and the role of training in (re)inforcing the woman-body coupling within Western dualistic thought

Invisible experiences: understanding the choices and needs of university students with dependent children

Exterior, greenhous