Participatory Methods

The paper uses participatory research to explore the extent of financial inclusion in two villages in Northeastern Bangladesh. It also uses Findex database to draw a comparative image of financial access in Bangladesh and other parts of the world. While Bangladesh data on financial inclusion exhibit financial capacity of the market, participatory evidence shows financial capability of the service receivers. Review of literature, secondary data and participatory evidences show that there are substantial financial gaps across the economies and within the households. In rural context, it is evident that financial access is low in developing countries like Bangladesh.

This book tells the story of Development Studies in practice over the last fifty years through the work of one remarkable individual, Robert Chambers. His work has taken him from being a colonial officer in Kenya through training and managing large rural development projects to a fundamental critique of top-down development and the championing of participatory approaches. The contributors eloquently demonstrate how he has been at the centre of major shifts in development thinking and practice over this period, popularising terms that are now at the centre of the development lexicon such as vulnerability, multi-dimensional poverty, sustainable livelihoods and 'farmer first'.

Robert Chambers played a major role in the massive growth in participatory approaches to development, and particularly the application of participatory methods in development research and appraisal. This has led to fundamental challenges to development practice, ranging from approaches to monitoring and evaluation to institutional learning and professional training. There is probably no-one who has had more influence on approaches to development in the past decades. Revolutionizing Development offers a unique overview of these contributions in thirty-two concise chapters from authors who have been intimately involved as collaborators, critics and colleagues of Robert Chambers.

"In recent years there has been increasing academic interest in theorising and exploring the postcapitalist, interstitial economic spaces that exist within or beyond capitalism, typified by the work of J. K. Gibson-Graham. Such spaces, it is argued, represent not only sites of resistance but are spaces from which ‘alternative’ economic development strategies can proliferate. This thesis seeks to explore the conditions under which such ‘grassroots’ postcapitalist institutions might flourish. Some of the existing literature on postcapitalist institutions indicates that places with a reputation for countercultural activity might be productive sites for the emergence of grassroots postcapitalism. However, this thesis argues that such countercultural places are themselves an under-researched and under-theorised phenomenon.

To address these deficits this thesis develops a broader conception of the countercultural and explores the tendencies that have led to the case study area (Totnes, Devon) becoming a ‘New Age’ or ‘Alternative’ centre. It describes the processes that led to the formation of a self-sustaining localised countercultural milieu within the area. In particular, it identifies homophily, the desire to be amongst similar people, to be significant, previously unrecognised factor. It then explores the significance of postcapitalist institutions within the locality. Whilst the density of activity supports the hypothesis that such places are sites of postcapitalist activity, little evidence is found that the locality increases their economic viability. This argument is made through an exploration of the local organic marketscape.

The thesis also explores a paradox that emerged through the research: That those places which are productive for the emergence of new ideas and the shifting of ontological frames might not be the best places in which to also build collective community based entities. Thus it argues that there is a generally unrecognised relationship between some countercultural places and processes of social innovation, and it explores the spaces that support such innovation as well as the factors that undermine collective projects. Ultimately, the research did not find substantive evidence to support interstitial postcapitalist strategies or theories. However, it concludes with some reflections on how approaches to interstitial postcapitalism might be theoretically and practically strengthened.
"

Focusing on South Africa, it becomes evident that traditional physical science approaches to flood risk management is not adequate for a comprehensive understanding of the flood risk of peri-urban communities. A more integrated approach that draws methods from both the physical and social sciences becomes necessary to better understand the physical flood hazard(scape) and the vulnerability of the at-risk population. Such an
understanding is anticipated to lead to a more comprehensive strategy for urban flood risk management in the developing country context. This book is an attempt to demonstrate, by way of actual events, how such an integrated approach can be achieved and the merits thereof. The research is based on field experience of the 2006 and 2007 extreme weather events in the town of George in the Western Cape Province of South Africa.

This article reflects on key methodological issues emerging from children and young people's involvement in data analysis processes. We outline a pragmatic framework illustrating different approaches to engaging children, using two case studies of children's experiences of participating in data analysis. The article highlights methods of engagement and important issues such as the balance of power between adults and children, training, support, ethical considerations, time and resources. We argue that involving children in data analysis processes can have several benefits, including enabling a greater understanding of children's perspectives and helping to prioritise children's agendas in policy and practice. © 2007 The Author(s). Journal compilation © 2007 National Children's Bureau.

In this issue, we explore the use of visual materials in social sciences through experimental, creative and critical methodologies. Over the last twenty years, visual ethnography has transformed the way social scientists create and define knowledge. Therefore, we propose a series of articles in order to explore a variety of methodological and theoretical practices " in the field " .

In the current context of urban schools, strict curricula and rigid teaching practices are often used in schools with high linguistic and cultural diversity. To understand how teachers can use more equitable teaching methods in classrooms, it is important to explore how teachers make sense of multifaceted student identities and how those identities play a role in making instructional decisions. Drawing on a discursive understanding of identity, this paper reports on a study that seeks to analyze two cases of teachers who employed discourse analysis with classroom transcripts in a community of practice and how this may lead to new understandings of student identity, particularly in multilingual contexts. As teachers appropriated the research practices of discourse analysis, they began to shift in the way they understood their students' identities, from initially viewing them through institutional lenses to understanding the agentive positions that students took up in classroom discourse. This study yields implications for teacher development as well as furthering understanding about the relationship between language and identity in urban schools.

People generally describe sustainability as an ideal that encompasses three spheres: environmental, economic, and social. Often, however, the social component receives the least amount of attention. Many projects lauded for their sustainability benefit only a privileged few. Alternately, the framework of just sustainability places issues of equity and social justice at the center of the discussion. It requires that we ask, first and foremost, who wins, who loses, and who decides. As community development (CD) scholars and practitioners, we are in a position to integrate these questions-and a vision of just sustainability-into our work. Central to this task is working in partnership with community members to identify problems, to ask questions, and to develop solutions. All community change efforts need good information, and good information comes from research. This course introduces students to participatory methods, placing special emphasis on research ethics, the positionality of the researcher, and embedding research within CD practice. We will focus on research design within the context of a community project, data collection, data analysis, and the dissemination of results. We will cover various approaches to measuring urban phenomena, including basic interview techniques, focus groups, observation, surveys, participatory mapping, and other qualitative analytical methods. Over the course of USP 430, students will:

Kaupungin kulttuuriperintötyön haasteita ovat osallisuus ja omistajuus Turun historiallinen keskusta nousi esiin suojelukohteena modernismin purkuvimmassa 1950-1970-luvuilla, ja vanhan rakennuskannan arvosta keskustellaan yhä rakennus-ja purkuhankkeiden yhteydessä. Arkeologinen toiminta on vakiintunut osaksi keskustan kehittämistä, mutta arkeologisen perinnön näkyvyyttä tulisi lisätä. Kulttuuriperinnön merkitys välittyy vuoden 2017 Keskustavisiossa ajatuksena vanhastakaupungista ja muussa suuren mittakaavan kaupunkisuunnittelussa. Kaupunkilaisten moniäänisyyden huomioiminen ja ottaminen mukaan kulttuuriperinnön arvottamiseen on silti jäänyt vähälle. Visioiden rinnalle tarvitaan enemmän pienen mittakaavan kehityssuunnitelmia. SUOSITUKSET Muista kaupunkisuunnittelussa Sisällytä osallistaminen kulttuurikulttuuriperinnön moninainen perintötyöhön ja-päätöksentemerkitys kaupunkilaisille. koon. Anna suurempi asema Turun arke-Luo konkreettisia, pienen mittakaaologiselle ja rakennusperinnölle van kehityssuunnitelmia suurten keskustasuunnitelmissa. visioiden ohella.

Wellbeing' is a key concept in the study of children's lives over time, given its potential to link the objective, subjective, and inter-subjective dimensions of their experiences in ways that are holistic, contextualized and longitudinal. For this reason wellbeing is one of the core concepts used by Young Lives, a 15-year project (2000)(2001)(2002)(2003)(2004)(2005)(2006)(2007)(2008)(2009)(2010)(2011)(2012)(2013)(2014)(2015) that follows the lives of 12,000 children growing up in the context of poverty in Ethiopia, Peru, Vietnam and Andhra Pradesh (India) (see http://www.younglives.org.uk). This paper examines a selection of methods being used by Young Lives to capture aspects of child wellbeing in the context of a range of children's life experiences related to poverty, specific risks and protective processes. It draws on a review of the literature on child-focused methods and on recent experiences piloting three core qualitative methods in the four study countries. The paper reports the development of a methodology that is child-centred, but also acknowledges that every child is embedded within a network of social and economic relationships.

Appreciation of community connections to place is an emerging domain in heritage practice, establishing inclusive, people-centered approaches that are able to 'hold their own' within the dominant paradigm of expert and State-centered practice. It sits within the framework of values-based management. Social value has developed as an important way that concepts such as shared identity can be expressed in relation to heritage places. Globally it offers a much needed perspective, aligned with " people-centered approaches " , and with the potential to co-create understandings of values with those who hold those values. Australia's experience and leadership have been and are still key, but equally there is now the chance for an enrichment and expansion of the concepts advanced to date as others from different cultural backgrounds start to engage in this discourse. This paper explores how social value emerged in Australian heritage discourse, bringing contemporary community connections into heritage practice, examines its influence internationally by looking at selected documents, and using selected case studies to illustrate methodologies and reveal learnings draws out some key issues.

During the autumn of 1999, the county museums in Sweden and the Nordic Museum in Stockholm have produced temporary exhibitions on the theme of Faith in the Future (Framtidstro). The temporary exhibition at the Västernorrland County Museum in Härnösand functions as a kind of headline to inspire and inform people. The other key part of the project in the County of Västernorrland aims to capture and develop ideas that people have, that is, to be a catalyst for the good ideas and to create debate, collaboration and networks in the local community. Based on the sentence ‘Everyone can be involved – together we can’, formulated by me as curator and project leader, the regional millennium project Faith in the Future in the County of Västernorrland 1999–2000 (Framtidstro i Västernorrland 1999–2000), located at the Västernorrland County Museum, works to highlight the mutual power and knowledge in the multifaceted society in order to create a positive spirit among people before and after the turn of the millennium. However, the project cannot close its eyes to the reality of the northern parts of Sweden but must also address difficult issues in present-day society, hence the name of the temporary exhibition: Faith or Mistrust in the Future of the County of Västernorrland. The Västernorrland County Museum believes that the regional millennium project may be such a network where the County Museum, together with persons, organisations, institutions and companies from all around society, can clarify problems and opportunities, and where we jointly can find ways to a better future in the County of Västernorrland. The participatory activities include co-operative work on issues about the future in North Sweden in and by means of art installations, heritage festivals, ecological discussions, documentary film, manifestation against racism, and critical reflections on the museum’s activities, to mention but a few; these are formulated and carried out by actors both outside and inside of the museum.

Faith in the Future in the County of Västernorrland, when this regional millennium project was completed in the spring of 2000, a total of 273 associations, companies, institutions and organisations in 81 cities and towns in the County of Västernorrland and other counties in Sweden had been involved. For more information, please read the exhibition and project catalogue Faith in the Future (Preface and Projects) at the present website Academia: https://www.academia.edu/39799515/

School Age Care (SAC) is a setting that is little researched and the research that has been conducted has not often sought the perspectives of older children. This research used a combination of participatory methods and ethnography to gain a deeper insight into older children’s experiences of SAC, seeking their views about how to successfully program for this age group. Older children in SAC are commonly spoken of as rebellious, bored, disruptive and unsuited to SAC. The poststructural and feminist poststructural theories of Foucault (1977, 1980) and Butler (1990, 1993) are used to challenge the normative developmental discourses that circulate SAC. The data shows that older children have access to these developmental and maturational discourses and actively engage with them to perform themselves as more mature and separate from younger children. Their multiple performances of age intersect with gender and time as they both resist and work within the care practices that are experienced as a form of power over children’s bodies. Whilst the Australian Framework for School Age Care conceptualises SAC as a site of play, leisure and education, this research invites a re-theorisation of SAC for older children. It demonstrates that older children’s engagement with SAC includes ongoing acts of identity work, waiting and emotional labour that make play and leisure less free and more work-like. The findings suggest that practitioners should be aware of how developmental discourses are both enacted by the children and reinforced through programming design, and consider the impacts of segregating routines and practices on children’s play and leisure. Implications for programming in SAC and other settings include addressing the reality that waiting is unavoidable in SAC, and should be programmed for in the same way that play and leisure activities are planned. Whilst this research does not ‘solve’ the question of older children in SAC, it unsettles dominant understandings, therefore inviting practitioners to imagine new programming approaches that might improve SAC for older children.

The Integrated Tropical Coastal Zone Management at AIT is an area of specialization under the Schools of Environment, Resources and Development and Civil Engineering. This interdisciplinary field aims to develop human resources for coastal zone management in the Asia and the Pacific regions where the coastal areas encompass a diverse array of resources and ecosystems with intense human activities.

Young people are among the most affected and vulnerable groups in the HIV  epidemic. Targeting young people in prevention strategies requires inclusive  and participatory approaches. This paper discusses a film production project  that involved youths in a remote rural community in the Highlands of Papua New Guinea. It explores some of the processes and impacts of integrating a  visual methods community action project in a local community context while  targeting young people in an effort to engage them in a reflective dialogue on  HIV and AIDS.

Before School Care (BSC): Care, leisure and play provided in the hours before the commencement of school. Certificate IV of School Age Education and Care: An Australian vocational qualification that prepares practitioners for work with children in School Age Care settings. Diploma of School Age Education and Care: An Australian vocational qualification that prepares practitioners for day to day management of School Age Care settings. Framework for School Age Care (FSAC): The current Australian curriculum framework for School Age Care services. National Quality Framework (NQF): Government regulatory framework that provides uniform standards for all Australian childcare services including School Age Care. National Quality Standard (NQS): Minimum operating standards for all Australian childcare services including School Age Care. Older children: Children in the latter years of primary school, broadly aged 9 to 12 years. Outside School Hours Care (OSHC): Commonly used Australian term for School Age Care. Practitioner: Person who works with children in a School Age Care service. School Age Care (SAC): Services that provide care, leisure and play for children aged 5 to 12 years in the hours before school, after school and during school vacations. Therefore services are required by government to provide a range of activities and resources that support children's participation in play and leisure (DEEWR, 2011; Early Childhood Development Steering Committee, 2009). In my experience, SAC services often meet this requirement by providing experiences like sporting activities, outdoor play, art and craft activities, dramatic play, games, television and video games. The experiences each service provides varies depending on a range of complex factors including physical location, financial resources, the structure of indoor and outdoor play spaces, the availability of play and educational equipment, school and community cultures, expertise of SAC practitioners and children's interests. Providing meals is also often an important component of SAC. My experience of SAC is that most ASC services provide an afternoon snack, whilst many BSC services will provide children with breakfast. Whilst Australian SAC is regarded primarily as care for children of working parents, it has recently been re-positioned by government (Cartmel, 2007; Cartmel & Grieshaber, 2014). In 2010, the Australian Government introduced the country's first curriculum framework for SAC, My time, our place: Framework for School Age Care in Australia (FSAC) (DEEWR, 2011). This document re-positions SAC as a site where, in addition to leisure, play and care, children also engage in education. The shift towards education in the FSAC is one of a number of changes that have taken place in how SAC is defined. I will provide a deeper exploration of the purpose of SAC in Chapter Three. Australia is not the only country to provide SAC. There are similar services in other locations including the United Kingdom,

This article explores the impact of creative storytelling through an organisational case study. PositiveNegatives researches, produces, and disseminates graphic narratives around migration, conflict, and asylum through participatory methodologies. This reflection pulls from relevant academic literature, as well as practice, to understand how PositiveNegatives’ graphic stories operate in the world.

Purpose: The article discusses the meanings of citizenship and citizenship education when formal citizenship is restricted by exploring the potential of photography education and practice as a tool that promotes the exercise of citizenship in the context of non-formal critical adult education. By doing it, this text aims to enhance our understanding on the ways art education can improve the achievement of the goals of citizenship education. Method: This article analyses the experience of the collective and collaborative project: “Con la camara a cuestas: Transformative Looks”, in Bilbao, Spain, with a group of fifteen to twenty migrant women from eight Latin American countries. Findings: Citizenship as a life-long learning process involving individual as well as collective action leading to the promotion of new shared values for more inclusive communities benefits greatly from the use of artistic expressions such as photography. Because of migrant women’s marginalized position as no...

Abstract In the current context of urban schools, strict curricula and rigid teaching practices are often used in schools with high linguistic and cultural diversity. To understand how teachers can use more equitable teaching methods in classrooms, it is important to explore how teachers make sense of multifaceted student identities and how those identities play a role in making instructional decisions. Drawing on a discursive understanding of identity, this paper reports on a study that seeks to analyze two cases of teachers who employed discourse analysis with classroom transcripts in a community of practice and how this may lead to new understandings of student identity, particularly in multilingual contexts. As teachers appropriated the research practices of discourse analysis, they began to shift in the way they understood their students’ identities, from initially viewing them through institutional lenses to understanding the agentive positions that students took up in classroom discourse. This study yields implications for teacher development as well as furthering understanding about the relationship between language and identity in urban schools.

“Before you judge me, know my story!” The 14 sex workers involved in the KNOW MY STORY project took pictures, created collages, and wrote their stories, asking their audiences to listen to what they had to say about themselves, their lives, their struggles, and their reasons for selling sex. The project forms part of a larger ethnographic study on the experiences, health practices, and well-being of sex workers in Soweto, South Africa. Inspired by projects conducted by the African Centre for Migration & Society (ACMS) in collaboration with sex workers and the Sisonke National Sex Worker Movement, the participatory arts-based approach of the KNOW MY STORY project was an attempt to challenge power dynamics and hierarchies in research and to involve sex workers more directly in the production of knowledge about issues that affect them.

COMVEX – Community Video Experience is a visual participatory process, in development, that uses video in a simple, fun and pedagogical way, with the aim to communicate social problems that affect groups or communities.
The COMVEX Workshop is particularly aimed to professional social intervention workers (or students) in order to empower them to use video as a social tool, in pedagogic and leisure contexts, with groups with who they work. It can also be implemented with specific community groups in order to empower them to use it in their own communities.

Much has been written theoretically about the concept and process of strategic planning. However, less is written in the scholarship about the nuts and bolts of strategic planning such as experiences in the practice of community engaged research to develop plans that achieve strategic change. In this study, we reflect on a recent partnership with a public agency to draft a statewide strategic plan on homelessness and we outline in detail the process that we undertook to build the partnership and engage in community-focused and driven research. After engaging in a reflective exercise, we construct a three-phase process of strategic planning that was informed by both the existing literature and the nature of the community engaged partnership with the public agency. introduction Homelessness is a complex human condition that continues to challenge communities across the United States. The most recent data from the U.S. Department of Housing and Urban Development (HUD) indicates that approximately 567,715 individuals experienced homelessness at one point in 2019 1. It is well understood that the causes of homelessness are multidimensional and that individuals experiencing homelessness often need more than just housing support. At the same time, there is a strong realization that homelessness can, and should, be tackled in a coordinated effort involving stakeholders from all sectors, including government agencies, nonprofit groups, and other private entities. The most recent federal strategic plan on homelessness, Home Together, acknowledges that "solutions are going to take all of us working together, doing our parts, strengthening our communities." In addition, the federal law governing federally-funded homeless programs and services through HUD's Continuum of Care Program calls for the creation of community-wide plans that pool local resources and input to tackle homelessness. Building consensus among multiple organizations can be a challenging process as any community plan requires an investment of resources and support towards solutions that may not directly benefit any one

The authors have been listed in alphabetical order by their first names. While they have contributed equally to the conception and the writing of this article, the research that lies behind it was undertaken by Natalia Buitron, who carried out her doctoral fieldwork in the village of Kuamar, and by Grégory Deshoulliere, who also spent extended periods of time in Kuamar and carried out his doctoral fieldwork in the same region.] 7 July 2018. Kuamar, a small Shuar settlement in Ecuadorian Amazonia. Four anthropologists from the London School of Economics are sponsoring a public event for the whole community. Two of the anthropologists, Natalia Buitron and Grégory Deshoulliere, are well known to the people of Kuamar, as they have carried out extensive periods of fieldwork among them between 2010 and 2013. The other two, Rita Astuti and Sasha Flatau, are new comers. They have spent two weeks in Kuamar alongside Natalia and Grégory, as part of a research project on Justice, Morality and the State in Amazonia. [1] It is at the end of Rita and Sasha's stay that the public event takes place.

This article explores the construction of gender in urban settings, through visual participatory methods. It is argued that gendered experience may be studied, described and visualized through engaged visual practices using photography as a research tool. I suggest that visual participatory methods provide a new support to explore the multidimensionality of the urban experience in which gender acts. By focusing on visual experience and in the process of “doing gender,” we were inter- ested in new ways to depict gender in two cities, Sarcelles, France, and Medellin, Colombia. In that sense, visual cartographies of gender, a technique developed in both cities, strengthens new ways of understanding gendered experience through a multimodal, critical and embodied visual practice.

Cet article suggère qu’une pratique de recherche critique et réflexive avec les adolescents peut contribuer à la transformation des représentations dominantes de la jeunesse dite « à risque ». Un exemple concret de recherche menée avec des adolescents masculins québécois d’origine canadienne française dans un contexte de préoccupation importante au sujet des « garçons qui vont mal » montre les effets transformateurs qu’induit une vigilance éthique et méthodologique sur la production des connaissances. Le dispositif méthodologique de recherche avec les jeunes présenté reconnaît ces derniers comme des sujets de connaissance pouvant pleinement participer à la compréhension de leurs réalités. En favorisant le déplacement du chercheur dans le monde des adolescents, l’approche avec crée un espace sécurisant pour écouter vraiment et comprendre de l’intérieur.
***La liste des coauteures devrait apparaître comme suit: Soulière, Marguerite et Caroline Caron***

This study aimed to validate the methodology of empirical evaluation of soil quality indicators in field with farmers in comparison to laboratory analysis. Soil indicators, selected by farmers in two rural settlements of southern Bahia, Brazil, in areas of cocoa crops compared to cassava, coffee and pasture were studied. By the Wilcoxon test, the soil quality indicators of organic matter and mulching showed nearby notes between the empirical and the technical evaluations. Although the notes of empirical evaluations for the indicators erosion, moisture, compaction, microbial activity, and structure have been differentiated of the technical evaluation, the subjective methods proved viable to establish dialogue between technicians and farmers, raising attention to aspects of soil management and conservation, that had been not seen before.

This paper intends to present the methodological procedure of an ongoing PhD
research, whose study object is the children and their representations about current
events and the world. From a theoretical framework that builds on the sociology of
childhood, we support the idea of child as competent and creative in the construc‑
tion of their own meanings about reality and as subjects of the research process.
At the same time, we look at news media as an important reference to the ways
children know the world, considering that it is essential that they develop news li‑
teracy skills. Based on these assumptions, we use the account to participatory thods in leading focus groups with children, in order to put them in an autonomous
and creative relationship with current events and to enable them to adopt a critical
stance about the ways of understanding the world proposed by the media.

Keywords: Children, current events, news literacy, participation rights, participatory
methods

Studies in Applied Philosophy, Epistemology and Rational Ethics (SAPERE) publishes new developments and advances in all the fields of philosophy, epistemology, and ethics, bringing them together with a cluster of scientific disciplines and technological outcomes: from computer science to life sciences, from economics, law, and education to engineering, logic, and mathematics, from medicine to physics, human sciences, and politics. It aims at covering all the challenging philosophical and ethical themes of contemporary society, making them appropriately applicable to contemporary theoretical, methodological, and practical problems, impasses, controversies, and conflicts. The series includes monographs, lecture notes, selected contributions from specialized conferences and workshops as well as selected PhD theses.

This project sought to document the impacts of and response to the COVID-19 pandemic in Tambak Lorok, an urban fishing village on the coast of Central Java, Indonesia. In particular, the perspectives of women residents were prioritised to better understand the relationship between the pandemic, access to water, sanitation and hygiene (WASH) and changes in gender roles.
Several of the negative health, economic and social impacts of poor access to WASH, for example the burden of water collection; health consequences of lack of access to sanitation facilities and the increased risk of infection in health care facilities, are borne dispropritonately by women (Grant, Huggett, et al., 2016).
There is also increasing evidence that suggests that women are dispropritonately affected by the health, economic and social impacts of the COVID-19 pandemic (Al-Ali 2020, Azcona, Bhatt, et al., 2020, Chang 2020). This includes increased violence against women, less access to sexual and reproductive health and decreased livelihoods for women who are overrpresented in the informal sector. Furthermore, women are bearing additional household burdens (for example childcare, cleaning, cooking, shopping and home- schooling) (United Nations 2020). Many of these additional household burdens are WASH-related given that hand hygiene is one of the most important strategies for preventing the spread of coronaviruses and extra water is needed for cleaning surfaces and clothing ((World Health Organization (WHO) and the United Nations Children’s Fund (UNICEF) 2020). Consequently, organisations such as UN Women have called for more data about the impacts of the pandemic to support the development and implementation of gender-responsive policies globally (Azcona, Bhatt, et al., 2020 p3).
This study focused on the experiences of women in Tambak Lorok: the largest urban fishing village in Semarang City which is on the north coast of Central Java, Indonesia (Astuti and Handayani 2020). As with other coastal areas in Semarang, Tambak Lorok experiences high tides (locally referred to as rob) which lead to flooding of houses, roads and public transport systems as well as overwhelms local drainage systems (Ley 2020) and access to safely managed WASH is generally poor (Ley 2020).

The needs and experiences of people with disabilities have largely been ignored during the Covid-19 pandemic, despite Article 11 of the UN Convention on the Rights of Persons with Disabilities (UNCRPD) stating that governments must ensure the protection and safety of persons with disabilities. Evidence shows that feelings of destabilisation, disorientation, and uncertainty are linked to loss of income; poverty; food insecurity; lack of access to information, health care, education, livelihoods and support; increased gender-and impairment-related conflict; as well as exacerbated discrimination. Governments and agencies need to develop disability-inclusive policies and actions to be implemented during emergencies, and it is important that people with disabilities are consulted.-Using qualitative research can ensure that the priorities of people with disabilities are foregrounded and that their recommendations for improved disability-inclusive mitigation and support are gathered. The Covid-19 pandemic has affected communities globally, yet the impact has not been equal. People with disabilities were already often living with severe disadvantage and marginalisation and, as predicted by many disability-focused agencies, Covid-19 has exacerbated these inequalities. Emerging evidence from Inclusive Futures, a UK Foreign, Commonwealth & Development Office (FCDO)-funded programme, highlights the catastrophic emotional and material impacts on people with disabilities in Nepal and Bangladesh. To respond to and plan for future crises, decision makers should consult inclusively with both organisations of people with disabilities (OPDs) and people with disabilities themselves.

During this three-day gathering in the Italian Alps, we wanted to explore how practices of community economies are being activated by people coming from an art and design background in a variety of local contexts. The theoretical framework for our gathering was constituted by the diverse and community economies theories developed by economic geographers J.K.Gibson- Graham and the Community Economies Institute.

This practice exchange was an occasion to bring together practitioners and theorists to work together on concrete case studies of artist and designers activating community economies in diverse places across Europe. Another objective was to support several local projects in developing or strengthening their community economies approach. A core question of the gathering was how community economies practitioners deal with issues of scale, as often these practitioners find their work’s validity challenged along lines of argumentation that claim that only what is scalable and effectively scales has potential for transformation.

Through this Snapshot Journal I want to give an insight into the topics we discussed, the methods we used to support our collective thinking and the thinking that has been produced.

Published by Agents of Alternatives e.V.
Berlin, July 2O2O
http://agentsofalternatives.com/
ISSN 27O1-36OX

Funded by the European Union's Horizon 2020 research and innovation programme under the Marie Sklodowska-Curie grant agreement No795641

Rules were established in the shallower waters of Tabasco to prevent fishing close to oil platforms ships. The article analyzes the perception of exclusion on the part of fishermen with respect to the petrolization of their marine space. Three workshops were carried out in order to obtain the fishermen’s view; participatory mapping was employed to get an understanding of their fishing areas and of oil activities, as well as of the tensions between them and the “others”. Spatial injustice is evident in the active exclusion of fishermen from the space surrounding oil platforms, as well as in the passive exclusion due to contamination, insecurity, and even more, bleak perspectives for the future. The article shows that these exclusions began with an aceptable arrangement for the inclusion of fishermen, which, nevertheless, led to their exclusion in order to increase  extraction, given the exhaustion of Mexico’s public oil extraction system.

School Age Care is a setting that is little researched and the research that has been conducted has not often sought the perspectives of older children. This article describes a participatory and ethnographic research project that sought a deeper insight into older children’s experiences of an Australian School Age Care setting, seeking their views about how to successfully program for other children their age. Older children in School Age Care are commonly spoken of as rebellious, bored, disruptive and unsuited to School Age Care. The Foucauldian theories underpinning the research challenged the normative developmental discourses that circulate School Age Care. The research shows that older children have access to these developmental and maturational discourses. The participants actively engaged with language, architecture and resources in the School Age Care setting to actively construct themselves as a more mature, distinct category of child. The findings suggest that School Age Care practitioners should be aware of how developmental discourses are both enacted by children and reinforced through programming design and consider the impacts of segregating routines and practices on children’s play and leisure. While this research does not ‘solve’ the question of older children in School Age Care, it unsettles dominant understandings, therefore inviting practitioners to imagine new programming approaches that might improve School Age Care for older children.

Peer research and education, on the topic of representations of drugs, has been carried out in Brescia province, in different areas of its territory, with 10 senior and 75 junior high-school students, using interviewing, visual storytelling and various other techniques. This tested an education method that is close to young people's images and feelings associated to drugs, taking in consideration the positive aspects they perceive in consumption and those negative effects that touch them more. I conclude with suggestions for prevention programs and reflecting on the importance of using expressive and artistic instruments that allow students to engage and reflect on the contents in a more motivating manner.

This study aimed to validate the methodology of empirical evaluation of soil quality indicators in field with farmers in comparison to laboratory analysis. Soil indicators, selected by farmers in two rural settlements of southern Bahia, Brazil, in areas of cocoa crops compared to cassava, coffee and pasture were studied. By the Wilcoxon test, the soil quality indicators of organic matter and mulching showed nearby notes between the empirical and the technical evaluations. Although the notes of empirical evaluations for the indicators erosion, moisture, compaction, microbial activity, and structure have been differentiated of the technical evaluation, the subjective methods proved viable to establish dialogue between technicians and farmers, raising attention to aspects of soil management and conservation, that had been not seen before. Avaliação de indicadores de qualidade do solo por método participativo em assentamentos rurais do sul da Bahia, Brasil. Este estudo objetivou adaptar metodologia de avaliação empírica de indicadores de qualidade do solo, no campo com agricultores, em comparação com análises técnico-científicas em laboratório. Para tanto, estudaram-se indicadores do solo, selecionados pelos agricultores, de dois assentamentos rurais do sul da Bahia, em áreas de cultivos de cacau comparadas aos cultivos de mandioca, café e pasto. Pelo Teste de Wilcoxon os indicadores de qualidade do solo matéria orgânica e cobertura apresentaram notas muito próximas entre a avaliação empírica e a avaliação técnica. Embora as notas das avaliações empíricas para os indicadores erosão, umidade, compactação, atividade microbiana e estrutura tenham se diferenciado da avaliação técnica, os métodos subjetivos se mostraram viáveis para estabelecer o diálogo entre os técnicos e os produtores rurais, despertando a atenção para aspectos de manejo e da conservação dos solos não antes observados por eles.

This research aimed to adapt and apply, in the field with farmers, methodologies of empirical evaluation on indicators of soil quality and compare them with the laboratory evaluations. The study was developed in Cocoa Region of Bahia, Brazil in two rural settlements, Settlement Project Freedom ASTRAL in Marau, and Association of Producers and Farmers Union and Labor-APAUT in Ilheus, which were evaluated in different land uses, including crops of cocoa, cassava, coffee and pasture. The farmers of the settlements APAUT and ASTRAL were able to identify / describe / interpret the attributes related to the quality of cultivated soils in different land uses. Empirical methods promoted interaction between farmers and technicians, providing opportunities for dialogue on the phenomena related to the soil. By Wilcoxon test the indicators of soil quality organic matter and soil cover showed very close scores between the empirical evaluation and the technical evaluation. By Spearman correlation coefficient was found low associations between empirical evaluations and technical indicators for microbial activity, moisture, structure and erosion in APAUT, and indicators of organic matter, compaction and structure in ASTRAL. For the factors extracted by the Factor Analysis, there were positive correlations to the indicators of soil microbial activity, soil cover, structure, organic matter and moisture with the functions of quality and soil conservation, and negative correlations of the indicators compaction and erosion with these functions.

Salvador is a much-photographed city. Beyond the gorgeous beaches and the romantic splendour of the historic centre are informal settlements where the majority of Salvador's inhabitants live. Middle-class Bahians rarely venture into these neighbourhoods. Yet every day, thousands of women traverse the city to spend long days cleaning their homes, caring for their children, washing their clothes and preparing their food. Their lives are hidden. Their work is underpaid and undervalued. Their invisible hands sustain families, support middle-class women's careers and make a significant contribution to Brazil's growing economy. Some 9.1million Brazilian women work as domestic workers, constituting around 17.8 percent of the entire female labour force. Since the first domestic workers' association was founded in the mid-1930s, domestic worker activists have been engaged in a long, hard, struggle for rights and recognition. They have won significant labour rights. But many domestic workers remain undocumented and continue to suffer exploitation and abuse in their places of work. The domestic workers'struggle is not just one for labour rights. It is also for dignity: to be treated as fully human. Representing their humanity, as well as revealing the conditions in the places where they live and work became a vehicle for a participatory photography project that Pathways carried out in collaboration with Creuza Oliveira and colleagues from the National Federation of Domestic Workers (FENATRAD) and its local chapter. Action research with FENETRAD turned the tables on the conventional researcher^researched relationship, placing domestic workers themselves at the heart of the process of enquiry. Terezinha and Andrea came to work closely with Creuza, a long-time comrade and colleague of Terezinha's in a project that explored the history of domestic workers' mobilization, and issues of power and empowerment in domestic workers'everyday lives. An impulsive purchase of an armful of disposable cameras in a Brighton photography shop by Andrea led

Recently, global citizenship education (GCE) has been connected to UNESCO’s educational goals, including the Education for All Initiative (EFA) and Education for Sustainable Development (ESD) (Mochizuki, 2016). This paper explores ways to address key critiques regarding accessibility, equity, and reproduction of systems of domination in GCE. After examining challenges of implementation, this paper considers how intercultural universities have altered program and curricula structures to form local partnerships for student learning. It unpacks how foregrounding intersectionality theory and pedagogy in UNESCO’s GCE framework enables student experiences using participatory research methods. Thus, participatory methodology, in conjunction with altered program structures, intersectionality approaches in curricula, and student engagement with local communities create pathways to learning about global processes in equitable and sustainable ways.