Negotiating Narratives of Human Trafficking: NGOs, Communication and the Power of Culture

Kamler, Erin M.

doi:10.1080/17475759.2012.728147

Cited by 12 publications

(13 citation statements)

References 23 publications

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“…The resulting qualitative data was coded based on the content of the data and analysed via qualitative narrative analysis to formulate an understanding of how young vocational secondary school students regard being a co-researcher and the co-research as a method, what the students’ perceptions of various media were and how vocational school students say they use media as part of their everyday life in society. This research method has previously been used in various studies relating to human rights, communication, youth participation and power relations research (Kamler, 2013; Meriläinen, 2019; Meriläinen and Vos, 2014; Meriläinen and Vos, 2015; Meriläinen, 2021).…”

Section: Resultsmentioning

confidence: 99%

“…In many cases, adults say they know best or that some young people are more valuable than others (Walsh et al , 2018; Meriläinen, 2021; Andersson, 2018). Othering is used in this process, in creating us versus them realities (Kamler, 2013; Petros et al , 2006; Jensen, 2011). Youth participation cannot escape power relations where some are seen as active gatekeepers and some as silent gated youth, a situation that creates apathy among some young people (Meriläinen, 2021).…”

Section: Youth Participationmentioning

confidence: 99%

“…A narrative analysis is done for the empirical research data to answer the research questions. Narrative analysis is flexible by nature and is used to understand complex and causal phenomena (Kamler, 2013; Meriläinen, 2021; Meriläinen et al , 2020; Meriläinen and Piispa, 2020), such as the views of young people. Narratives are each actor’s communication of understanding of issues, actors and events and the causal relations they create by using selective value framing (Meriläinen, 2019).…”

Section: Introductionmentioning

confidence: 99%

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“I find this really entertaining” – first look of the relationship between vocational school students and various media

Meriläinen

2022

OTH

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Purpose The purpose of this paper is to study how young vocational school students in Finland frame themselves and their participation in society and whether they are seen in various media. The explorative research, with n = 213 vocational school and prepatory VALMA students as co-researchers, tells us that young vocational school students use value framing to create understandings of themselves as participants in society and in media. The purpose is this to present the breadth of their thinking and to draw conclusions from the empirical data produced solely by the co-researchers. Design/methodology/approach Explorative multidisciplinary research was done as co-research with n = 213 vocational school students in Finland. Research includes theoretical background and focuses on empirical qualitative data to further illustrate the explorative nature and results of the study. Findings The findings of the explorative co-research tell us that young vocational school students use value framing to create understandings of themselves as participants in society and in media. Co-researchers view themselves as missing in traditional media but find freedom on social media. Content from various media is viewed as reliable and trustworthy but also as problematic propaganda based on personal value framing. The relationship with traditional print media is strained because young people feel that media has othered them and continues to frame them negatively. While they look for that entertaining content across the media spectrum, bullying is an ever-present concern. Research limitations/implications This study focused only on vocational school students in Finland. A broader sample of young people, or of minorities, could produce profound results on media literacy, relationships and power relations in the society. Also, framings of the various international media would provide content for analysis. More profound analysis of the data shall be done in the next phase of the research. Practical implications Study time was limited. More in-depth study will follow. Implications to future research, media consumption and framing should be done with a larger group of researchers and youth. Social implications Social implications towards framing of youth in various media and the transfer of these framing as knowledge in larger society. This includes notions of power of various actors in media and in society at large. Originality/value Multidisciplinary explorative co-research on the topic is largely missing from academia. Additionally, the voices of those in the fringes of society is muted, whilst also those youth studying the vocational schools.

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Section: Resultsmentioning

confidence: 99%

Section: Youth Participationmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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“I find this really entertaining” – first look of the relationship between vocational school students and various media

Meriläinen

2022

OTH

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“…There is a body of literature addressing the spatial connotations of human trafficking. These works range from links between anti‐trafficking and state‐sanctioned activities concerning border management and territorial governance (Andrijasevic, ; Molland, ), “control of mobility” (O'Connell Davidson, , p. 58) and the biopolitical “regulation of specific populations” and “other national geopolitical agendas” (FitzGerald, , p. 185) to criminological emphasis on the spatial organisation of trafficking networks (Campana, ) and post‐colonial analyses of spatialities of power in the production of knowledge about human trafficking (Kamler, ; Laurie, Richardson, Poudel, Samuha & Townsend, ; Yea, ). Yet, despite such a spatial resonance, there is a lack of an explicit conceptualisation of how geographies underpin human trafficking.…”

Section: Adding “Space” To the Relational Critique Of Human Traffickingmentioning

confidence: 99%

Relational geographies of human trafficking: Inequality, manoeuvring and im/mobility across space and time

Blažek

Smith

2018

Trans Inst British Geog

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This paper demonstrates why and how a fuller geographical perspective extends contemporary scholarship on human trafficking within and beyond the discipline.We employ a relational approach and draw on in-depth qualitative research with trafficked persons and a range of stakeholders in Slovakia and the United Kingdom (UK), to depict how the processes underpinning human trafficking are nonlinear and operate instantaneously at multiple intersecting scales and temporalities and through diverse mobilities. The analysis problematises the discrete and homogeneous notion of space coupled with a linear conceptualisation of time and, more specifically, the normative portrayals of recruitment, transit and exploitation as distinct and sequential phases of human trafficking. Instead, the individuated experiences of trafficked persons are examined in relational geographies of inequality, manoeuvring and mobilities. Such a conceptual shift ensures that efforts to understand and combat human trafficking address its effects as well as the wider social relations and structural conditions that facilitate exploitation. We conclude the paper by outlining how a relational-geographic perspective has the potential to foster new forms of dialogue and inquiry within and beyond the discipline. K E Y W O R D SEastern Europe, exploitation, human trafficking, inequality, mobilities, relational geographies 1 | INTRODUCTION Human trafficking is inherently spatial, comprising cross-cutting processes of exploitation within and across local, regional, national and international borders. Yet, academic, policy and media understandings of human trafficking tend to rely on a discrete and homogeneous conceptualisation of space coupled with a linear conceptualisation of time (Smith, 2017). Our aim in this paper is to contribute to critical debates over structural inequalities that underpin human trafficking (Anderson & Ruhs, 2010;Andrijasevic, 2010;Lewis et al., 2015;Piper et al., 2015) by offering a geographical conceptualisation of human trafficking that explicitly recognises the relational nature of space and time. Using in-depth qualitative research with trafficked persons and a range of stakeholders in Slovakia and the United Kingdom (UK), we examine why viewing processes such as recruitment, transit and exploitation as distinct and sequential phases of the human trafficking process is reductive. In turn, we reframe human trafficking as a relational composition that spans multiple spaces and temporalities.The paper is structured as follows. First, we outline relational perspectives on human trafficking within critical inter-disciplinary scholarship and suggest that this could be enriched by engaging explicitly with relational conceptions of space (and time). Second, we introduce the writings of Massey, Bergson and Deleuze and present the theoretical framework for ---

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“…The conversation focuses on human rights and democracy education within Finland with regard to othering. By othering, I mean, instances where NGOs [re]produce discourses of victimhood (Kamler, 2013), denial (Apas & Akpinar, 2015), 'humanising' language and/or practices (Orgad & Nikunen, 2015) as well as, patronising attitudes and/or behaviour (Henderson, 2015). In this sense, the white guilt logic of helping and/or saving others (culturally, geographically, linguistically etc.)…”

Section: Reproducing Essentialisms Through Democracy Discoursesmentioning

confidence: 99%

Democracy as Othering Within Finnish Education

Simpson

2018

International Journal of Bias, Identity and Diversities in Education

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The word democracy is frequently uttered by academics, politicians, and, generally within society. Phrases such as ‘democratic education', ‘democracy education' and ‘(student) participation' are often referred to within national curricula, policy briefings, and, teacher education/training and resources. Little critical attention has been given to the word within the context of Finnish education. In recent years the educational system of Finland has been described as a ‘miracle' and commentators have noted its ‘successes.' This article offers a deeper gaze within Finnish education by looking at the ways democracy discourses are uttered by practitioners. For the purposes of this article the author analyses two in-depth conversation extracts, one was from a youth participation conference in Helsinki in 2015, the other is a conversation from a conference held in February 2016. This article focuses on the uses and functions of discourse to uncover cultural stereotyping and othering in terms of how democracy is discussed and expressed within the context of Finland.

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Negotiating Narratives of Human Trafficking: NGOs, Communication and the Power of Culture

Cited by 12 publications

References 23 publications

“I find this really entertaining” – first look of the relationship between vocational school students and various media

“I find this really entertaining” – first look of the relationship between vocational school students and various media

Relational geographies of human trafficking: Inequality, manoeuvring and im/mobility across space and time

Democracy as Othering Within Finnish Education

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