Although development policy approaches in Uganda and elsewhere have changed over time, many of them share a failure to consider and respond to the potential for shaming, given the persistent presence of social norms and practices shaped by poverty. Research evidence of the lived experiences and practices of the providers and beneficiaries of the Senior Citizens’ Grant (SCG) antipoverty measure had spaces and a process of dignity building and shaming. The overriding policy implication that antipoverty policymakers need to be aware of is that antipoverty policies that create spaces for poverty shaming are counterproductive and less than optimally effective in achieving antipoverty objectives than policies that impart a sense of dignity in the participants. The latter kind of policies has a greater capacity to deliver on antipoverty objectives by recognizing the participants’ rights and promoting their human dignity, equitable participation, social inclusion, political voice, and individual or collective agency.
The Senior Citizen’s Grant in Uganda
Grace Bantebya Kyomuhendo
Most studies of the social and political upheavals of the Second Republic treat violence as the main way people resisted the military coup and repression of 1851 and view political dissent through the lens of class. But the suppression of unorthodox political voices in the academy brings another form of resistance to light. Close personal networks and the organizational culture of the French academy distinguished the universitaires' animosity toward Louis Napoleon. To map the patterns of teachers' dissent, I use the proceedings of the Carnot Commission, an organ created by the emergency government of 1870 to gather information about the universitaires who had suffered political persecution around the time of the 1851 coup and offer them restitution. The Commission's work reveals a pattern of personal connections and distaste for authoritarianism that reflected the republican consensus as it emerged in the 1870s.
Objects without everyday controversy
This article explores the lack of controversy over genetically modified objects (GMOs) in the daily life of a research laboratory in Canada. Scientific perceptions of GMOs and the types of knowledge valued in scientific research contribute toward an absence of discussion on the wider social implications of GMOs. Technical and epistemic knowledge are crucial for the success of a scientific project, whereas discussion of the social values involved may be allocated to particular settings, people, or research stages. GMOs, within scientific circles, are seen as many individual projects with different goals, rather than as a single object. Therefore, according to this view, it is inappropriate to be opposed to or to support GMOs in general, without first ascertaining the specifics of a particular project. How then are scientists engaged in seemingly local, distinct projects seen as globally defending this technology? Scientific expertise unevenly translates into political voice, transforming into silences as well as debates.