The Situated Politics of Belonging

Vieten, Ulrike M; Yuval‐Davis, Nira; Kannabirān, Kalpana

doi:10.4135/9781446213490

Cited by 75 publications

(6 citation statements)

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“…(22) Intersectionality theory also refers in more general terms to the experiences of social groups located at those intersections. (23) In the context of urban inequality, an awareness of intersectionality is crucial for analyzing social relations of exclusion. As noted by Castán Broto and Neves Alves, it provides "a means to claim multiple sources of oppression that affect vulnerable communities and that are not always represented in feminist analyses of urban inequality".…”

Section: Analyzing Co-production Processes Using Intersectionality An...mentioning

confidence: 99%

Researching with care: ethical dilemmas in co-designing focus group discussions

Padan¹,

Ndezi²,

RENDELL³

2022

Environment and Urbanization

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This paper reflects on the ethics of research and knowledge co-production aimed at addressing urban inequality. It draws on work within the Knowledge in Action for Urban Equality (KNOW) programme, which aimed to co-produce knowledge to activate transformation. We employ a lens of feminist care ethics to examine ethical challenges in research partnerships, which derive from interrelated layers of power asymmetry and inequality. We focus on ethical dilemmas that emerged during the planning stage of research work led by the NGO Centre for Community Initiatives (CCI), Tanzania, in collaboration with University College London’s Institute of Global Prosperity (IGP). We argue that contextualizing the value of knowledge co-production in generating transformation in the long term reveals a necessity for simultaneously addressing the immediate needs of intersectionally marginalized research participants. We suggest that ethical awareness of both long- and short-term modes of “caring for” could better support initiatives for addressing urban inequalities in context.

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Section: Analyzing Co-production Processes Using Intersectionality An...mentioning

confidence: 99%

Researching with care: ethical dilemmas in co-designing focus group discussions

Padan¹,

Ndezi²,

RENDELL³

2022

Environment and Urbanization

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“…Belonging develops based on personal and environmental factors, and, especially for people from underrepresented groups, the affective component is significantly impacted by encounters with perceived negative attitudes, stereotyping, stigmatization, and discrimination (Cobigo et al, 2012;Yuval-Davis et al, 2006). Belonging often involves accepting and performing group norms (Cobigo et al, 2012).…”

Section: Belongingmentioning

confidence: 99%

"And BAM. You Have a Connection”: Blind/Partially Blind Students and the Belonging in Academia Model

Bulk,

Jarus,

Nimmon

2023

CJHE

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Belonging has significant impacts on success in postsecondary. Blind people are underrepresented in postsecondary and lack equitable opportunities to develop a sense of belonging. To build a better understanding of this underrepresented experience, this study shares narratives of 28 Blind students from across Turtle Island (and what is colonially called Canada) using Teng et al.’s (2020) Belonging in Academia Model (BAM) as a conceptual framework. Thematically analyzed findings suggest that blind students’ perspectives offer nuance to the BAM’s conceptualization of how belonging develops. For blind students, external factors such as class size are especially important in determining affiliation with an institution. Blind students elucidated the importance of familiarity with different ways of being in the world, including blindness. Third, acceptance involved having their blind embraced in postsecondary contexts. Forth, interdependence was key to building trusting connections for blind students. Fifth, blind participants discussed equity at length related to access, the added work of trying to obtain access, and the emotional work involved. This study helps fill a gap regarding the experiences of these traditionally underrepresented postsecondary students in Canada. The BAM may raise the consciousness of stakeholders in considering the unique factors impacting belonging for blind people. By attending to these perspectives, stakeholders can become more responsive to the experiences of people from equity-deserving groups. Understanding facilitators and barriers to belonging could result in culturally safer practices and inclusive pedagogical practices and system policies. Only when we create a space where everyone can belong will higher education be truly inclusive.

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“…Belonging can be both dialogical and performative ( Yuval-Davis et al, 2006 ). Dialogical constructions of belonging (a dialogue with ‘the other’ as a need to construct a ‘self’) refer to how letter writers discursively position themselves and negotiate the surrounding discourses and boundaries.…”

Section: Finding Belonging In An Anticipated Future Worldmentioning

confidence: 99%