The company is here to do goodness to us:Imaginaries of development, whiteness, and patronage in Sierra Leone's agribusiness investment deals

In this paper, we consider how references to ‘development’ are deployed to convince communities to lease their land to agribusiness investors in Sierra Leone. We argue that promises of development made by companies resonate with the aspirations for development that communities already have. The already existing ‘imaginaries’ of development, actual conditions of economic hardship and the material relations of power bound up in who does the ‘asking’ for land mean that communities need little convincing to give their land. Imaginaries of development are effective not only because of the promises of development themselves, but also because of how these imaginaries function through the role of coloniality – and ‘whiteness’ in particular. Analyses that focus only on the coercive power of elites in making land deals miss the degree to which companies’ promises of development fit into already existing imaginaries of a more prosperous future

Public Engagement and Outreach to Adult Learners

Wilder Research convened listening sessions with practitioners and community members to better understand adult learners' experiences and challenges, and ways Minnesota Office of Higher Education can better engage current and prospective adult learners. This report outlines key findings

Introduction:(Re)integrating Feminist Security Studies and Global Political Economy: Continuing the Conversation through Empirical Perspectives

Attempts to integrate feminist security studies (FSS) and feminist global political economy (GPE) were first meticulously studied in the Critical Perspectives sections of the June 2015 and December 2017 issues of this journal. Although the debate has gained presence in workshops, at international conferences, and even on dedicated websites, the diverse contributions have remained rather theoretical (e.g., Bergeron, Cohn, and Duncanson 2017; Hudson 2015). The aim of these Critical Perspectives essays is to take the integration of FSS and GPE one step further by presenting empirically grounded contributions that help us contextualize the existing theoretical debates. By focusing on postwar contexts, the pieces here take seriously the material conditions of women's empowerment from a perspective attuned to the gendered and racialized logics structuring social orders in postwar states. We believe that these are the spaces where war economies and peace economies meet and where (gendered) structural transformation of societies is possible. Like the two previous collections, we do not understand FSS and GPE as additive (Chisholm and Stachowitsch 2017). Rather, we understand them as traditions that share a common goal, namely, to undermine the racialized neoliberalism and patriarchal capitalism underpinning international intervention and postwar reconstruction projects

Large-scale land deals in Sierra Leone at the intersection of gender and lineage

There is wide engagement with large-scale land deals in sub-Saharan Africa, particularly from the perspectives of development and international political economy. Recently, scholars have increasingly pointed to a gendered lacuna in this literature. Engagement with gender tends to focus on potential differential impacts for men and women, and it also flags the need for more detailed empirical research of specific land deals. This paper draws from ethnographic data collected in Northern Sierra Leone to support the claim that the impacts of land deals are highly gendered, but it also argues that lineage in a land-owning family and patronage intersect with these gendered impacts. This data supports my claim that analysis of land deals should start from an understanding of the context-dependent, complex arrays of power and marginality. Such a starting point allows for a wider and 'messier' range of impacts and experiences to emerge

Oporto! Oporto! Reflections on the motorcycle as methodological tool, and on having lunch with “the men”

This piece uses two vignettes from fieldwork in northern Sierra Leone. The first explains what happens when I, a white person (oporto), turns up in a village on a motorcycle instead of the 4 × 4 in which most other white people arrive. The second explores my discomfort with being invited to eat lunch with “the men” while the women who cooked the food waited until the men have eaten. The piece engages with how the view I have of myself and the view others have of me produces expectations tied up with a complex web of power relations colored by race and gender

Planning for a Managed Retreat: Moving in a New Direction

Climate change is altering the United States’ coastline in both subtle and extreme ways. The threat is especially pressing in the Commonwealth of Virginia, which is experiencing sea levels rising faster than the global average. As global sea level rise continues to increase, coastal communities across the country must make difficult decisions about their futures. Instead of waging an endless war with the tide, one option for them to consider is the process of managed retreat, which provides a long-term solution by relocating communities away from vulnerable areas. Low to moderate income communities face a variety of additional social and equitable concerns related to managed retreat and other efforts to adapt to climate change. This paper summarizes the Federal Emergency Management Agency National Flood Insurance Program, as well as current buyout programs at the federal and state level. Next is focuses on several managed retreat and relocation case studies with an eye toward guiding low- to moderate-income communities faced with preparing for managed retreat. After analyzing these case studies, this paper proposes how these lessons can be applied to the process of managed retreat for coastal Virginia, and particularly low and moderate income communities. This abstract has been taken from the authors\u27 introduction

The Ins and Outs of School Provider Literature: A Multi-Year Content Analysis on LGBT Youth

This study is based on a content analysis of two primary sources: 1) literature published on lesbian, gay, bisexual and transgender (LGBT) youth in professional journals for school providers (school counselors, nurses, psychologists and social workers) over more than a 30-year period; and 2) materials developed for school providers on LGBT youth by states with laws, regulations and professional policies related to sexual orientation and/or gender identity in schools. Fifteen professional journals were identified that serve as primary and secondary journals for school providers. A total of 41 articles were published in these journals on LGBT youth between 1937 and 2005. Journal articles were coded by the investigator and a second coder, with an inter-rater reliability rate of .97. Most articles focused on identity development, and a majority provided information on developing a supportive school environment for LGB youth. Few focused on issues of salience for contemporary generations of LGBT adolescents, such as resiliency and strength or positive youth development. Only one article focused on youth of color, one on lesbian youth and none on transgender youth. Less than one-third included HIV/AIDS, only 7% mentioned HIV counseling and testing, and 2% mentioned lesbians\u27 risk for STDs. Nearly three-fourths of articles (71%) focused on interventions with LGB youth (few included transgender youth), including the need to promote a safe school environment. Few empirical articles (19.5%), a handful of training articles (7.3%) no theoretical and very few review articles (2.2%) were published during this period. Although nearly one-third of the states had adopted laws, regulations or professional standards to prohibit discrimination of students on the basis of sexual orientation (and 4 included gender identity), no states other than Massachusetts had developed training materials for school providers on LGBT youth. However, Massachusetts\u27 materials were never used since their program was defunded in 2002. Several states made training on LGBT adolescents available to school providers through professional and community organizations. Coupled with limited and outdated content in professional journals, school providers lack access to current multidisciplinary research, theoretical literature and information reviews needed to inform their work with LGBT students and their families