A black feminist exploration of the cultural experiences and identities of academically ‘successful’ British South-Asian girls

This thesis was submitted for the degree of Doctor of Philosophy and was awarded by Brunel University LondonThis study draws on a black feminist theoretical perspective, to develop an understanding of the cultural identities and experiences of twelve, academically 'successful', British South-Asian girls. The girls are aged between 16-18 years, and from Hindu, Sikh and Muslim religious backgrounds, selected across two West London secondary schools. A narrative interview approach is used to explore how these girls configure and invest in 'culture' and their cultural identities, during a critical stage in their academic lives before entering university. A series of unstructured interviews have been held with each girl, and these were complemented with reflective journals. The girls' narratives reveal how 'culture' (a contested term) is discussed with high weighting in relation to the importance of education, which they all narrated as an important key to unlocking 'success' in their future lives. The girls' identities move beyond media discourses that stereotype them as ‘passive’ and lacking a voice. These girls demonstrate agency and high aspirations for 'having it all', narrated through discourses of hard work, meritocracy and aspiration. This study reveals the complex interaction of experiences that influence South-Asian girls' cultural identities, and the interplay of structure and agency in their journeys towards becoming 'successful', irrespective of their largely working-class backgrounds. Whilst I recognise that all adolescents will face challenges of some kind, being a South-Asian girl embodies its own particularities, linked to markers of difference in 'culture', religion, gender, ethnicity, 'race', class, language, dress, amongst other historical influences. These differences are not necessarily embodied as negative forces by these girls, but rather, used as a catalyst for personal growth, where they draw on their psychological strength, aspirations and desires, to become 'successful' young women. This thesis makes a unique contribution to black feminist theory, girlhood studies, as well as narrative and educational literature. It acknowledges the uniqueness of South-Asian girls' cultural experiences and backgrounds, and challenges some of the cultural discourses in the media that pathologise them. It is written in a critically reflexive style, from the perspective of a second-generation, British-born, South-Asian academic, who, at the time of writing this thesis, was also raising two academically 'successful' daughters of her own. The inspiration for this research is rooted in the researcher's narratives of girlhood and early womanhood.Abstract This study draws on a black feminist theoretical perspective, to develop an understanding of the cultural identities and experiences of twelve, academically 'successful', British South-Asian girls. The girls are aged between 16-18 years, and from Hindu, Sikh and Muslim religious backgrounds, selected across two West London secondary schools. A narrative interview approach is used to explore how these girls configure and invest in 'culture' and their cultural identities, during a critical stage in their academic lives before entering university. A series of unstructured interviews have been held with each girl, and these were complemented with reflective journals. The girls' narratives reveal how 'culture' (a contested term) is discussed with high weighting in relation to the importance of education, which they all narrated as an important key to unlocking 'success' in their future lives. The girls' identities move beyond media discourses that stereotype them as ‘passive’ and lacking a voice. These girls demonstrate agency and high aspirations for 'having it all', narrated through discourses of hard work, meritocracy and aspiration. This study reveals the complex interaction of experiences that influence South-Asian girls' cultural identities, and the interplay of structure and agency in their journeys towards becoming 'successful', irrespective of their largely working-class backgrounds. Whilst I recognise that all adolescents will face challenges of some kind, being a South-Asian girl embodies its own particularities, linked to markers of difference in 'culture', religion, gender, ethnicity, 'race', class, language, dress, amongst other historical influences. These differences are not necessarily embodied as negative forces by these girls, but rather, used as a catalyst for personal growth, where they draw on their psychological strength, aspirations and desires, to become 'successful' young women. This thesis makes a unique contribution to black feminist theory, girlhood studies, as well as narrative and educational literature. It acknowledges the uniqueness of South-Asian girls' cultural experiences and backgrounds, and challenges some of the cultural discourses in the media that pathologise them. It is written in a critically reflexive style, from the perspective of a second-generation, British-born, South-Asian academic, who, at the time of writing this thesis, was also raising two academically 'successful' daughters of her own. The inspiration for this research is rooted in the researcher's narratives of girlhood and early womanhood

Co-constructing ‘third spaces’ for engagement between minoritized community groups and environmental scientists

The demographics of environmental and Earth scientists are not representative of the UK’s multicultural society. We sought to widen diversity through two related engaged research projects, 'Walking the Walk' and 'Landscape Stories'. This paper offers a critically reflexive account, based on the methodology of duoethnography, of how we co-constructed a ‘third space’ for these projects. We sought to create the conditions for inclusive leadership informed by connectedness, respect, humility and intentionality. We argue that for environmental and Earth science research to be more equitable and inclusive, members of project teams should be engaged and more representative of wider society. Following this, the work to create third spaces requires: respect for diversity and different forms of expertise, knowledge starting points, power dynamics and esteem; a willingness to make connections across disciplines and sub-cultures, actively listening and learning from different (knowledge) cultures; and a commitment to be respectful of hidden and manifest difference, exploring objectives and gaps in knowledge in more holistic ways

Transdisciplinary diagnostic framework for biodiversity decision-making assessment. D1.7

This deliverable describes the process of developing a transdisciplinary diagnostic framework for biodiversity decision-making carried out in Work Package 1 (WP1) of the EU funded research project PLANET4B. The aim of the process was to help researchers and practitioners in our project become more conscious of the theoretical approaches and languages that may condition the interventions we study and the policy and additional recommendations that we make to societal actors. The starting proposition for this work was that we as PLANET4B partners come from a wide range of different disciplines and practices. Therefore, we needed a shared learning process of our different theoretical and practical lenses and languages. This is necessary to increase our potential as a project to design for transformational change in Work Packages to follow. We report on our testing of Meadows’ (1999) leverage points framework (LPF) as a potential shared conceptual language for transformational change across the places, actors and theories that situate both placebased and sectoral case studies in the project. We report on the opportunities and limitations of the LPF in connecting to (i) theories of change used by research partners in their cases, as well as (ii) bridging conceptually to other “integrating analytical approaches” where PLANET4B has partner expertise; namely “intersectionality analysis”, “discourse analysis” and “reflexivity-contextualisation of interventions”. The report recognises that these integrating approaches are but a subset of possible systems analysis tools in transformative change research. The process of understanding and applying Meadows’ (1999) leverage points framework achieved some shared language and understanding across research disciplines. It helped us to compare assumptions about transformative change across our different case studies. As such, we think we achieved the “process objective” of this initial stage of PLANET4B of using a common framework to diagnose our case studies. However, case studies and experts on other integrating analytical approaches identified several limitations of the LPF. Limitations include the LPF itself being a particular theoretical systems analysis lens which in some cases could exclude practitioners through its unfamiliar concepts. Furthermore, the LPF was identified as being ‘structuralist’ or ‘mechanistic’ in the particular way we tested it in our case studies, not addressing concepts such as agency, power and decision-making. It was critiqued for not being specific to decisions about biodiversity and the related nature values.publishedVersio

The Walkbook: Recipes for Walking and Wellbeing

Our public survey showed that more people walked during COVID-19, and walked more frequently. However, some people walked less, or their walking reduced over the various lockdowns. Many barriers or challenges to walking were identified by respondents. We have commissioned 30 artists from across the UK to contribute recipes to The Walkbook which address one or more of these research challenges including: bad weather, bored of walking, shielding, anxious, lack confidence, excluded, in pain, nowhere to walk, bored of walking the same route, cannot walk very far, frightened, lack time, can’t be bothered, isolated. We hope that The Walkbook provides people – individuals and groups – with inspiration to walk, and to keep on walking