In this article I draw from the Imani Nailah Project, a participatory action research initiative with a group of African refugee girls living in the US. I examine a particular fusion of racialized, gendered, and nationalized narratives that discursively construct the refugee girl. I interrogate this discursively produced refugee girl construct and highlight how actual refugee girls interact with this discourse with a focus on resistance strategies and emergent counter narratives of citizenship. Throughout the article, I use italics when I am referring to the refugee girl construct in order to maintain a central focus on interrogating a sociopolitical discourse—the refugee girl—as a construct distinct from actual refugee girls. My central aim is to highlight spaces and moments when actual refugee girls are in conversation with this imposed refugee girl discourse.
African Refugee Girls and Discourses of Othering
Billie Jean Isbell
This article describes the Cornell Peru Project of 1952 and the subsequent return of Cornell researchers to Vicos in 2005. It assesses the successes and failure of the 89 researchers over the 15-year period of the project during the Cold War and contrasts the interventionist methodologies of that time with the participatory methodologies that guided Cornell's return to Vicos in 2005. Various contemporary projects are described and evaluated.
Mike Neary and Joss Winn
This report provides an interim account of a participatory action research project undertaken during 2015–16. The research brought together scholars, students and expert members of the co-operative movement to design a theoretically informed and practically grounded framework for co-operative higher education that activists, educators and the co-operative movement could take forward into implementation. Our dual roles in the research were as founding members of the Social Science Centre, Lincoln, an autonomous co-operative for higher education constituted in 2011 (Social Science Centre 2013), and as professional researchers working at the University of Lincoln. The immediate context for the research was, and remains, the ‘assault’ on universities in the U.K. (Bailey and Freedman 2011), the ‘gamble’ being taken with the future of higher education (McGettigan 2013), and the ‘pedagogy of debt’ (Williams 2006) that has been imposed through the removal of public funding of teaching and the concurrent tripling of tuition fees (Sutton Trust 2016).
Kevin A. Yelvington
Academic social and cultural anthropology concerned with tourism has provided thick descriptions of the tourist exchange in a number of contexts, with exegeses devoted to illustrate the sexualized Other, the appropriation of landscape, the uses of the past in the present, and the detrimental effects of tourism structures on the ‘host’ communities. It has shown us how pilgrimages, beaches and museums become iconic and fetishized in the tourist’s gaze, how the landscape is appropriated and a geographical space is turned into a cultural place. Yet, for applied anthropologists concerned with the impacts of the world’s largest industry on local ‘toured’ populations and how the (unequal) tourism exchange is (unequally) constituted through material and symbolic historical processes, do the theories generated in the academic tradition provide a use-value? Do those anthropologists engaged in community-centred methods such as participatory action research, and working in theoretical traditions through praxis, approach their subject in the same ways as their nonapplied anthropological counterparts? Indeed, what can applied anthropologists, as such, and the consideration of applied projects, contribute to theory in anthropological research on tourism more generally?