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By Marina Cadaval Narezo
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Collaboration between researchers and those they engage with for their research is increasingly promoted as a way to address some of the epistemic injustices arising from the process of producing knowledge. Stepping back and allowing those we work with to shape research agendas and become intimately involved in the research process is an act of care, and the effects and benefits are tangible, writes Marina Cadaval Narezo. Care can be a thread that weaves together multiple and diverse actors, helping create a dense fabric of experiences through which researchers and those they work with can collectively, and in more equitable ways, make sense of the creative process.
Uncomfortable questions
Before starting my PhD at the ISS, I was working in Mexico for an initiative that provided grant scholarships to indigenous people to pursue graduate studies. During the 15 years I was involved in operational and executive activities for this initiative, I got to know many inspiring women whose stories to obtain a university degree filled me with uncomfortable questions. Most of them were the first in their families or in their communities to go to university; most of them had attended boarding schools since they were children or had to migrate as teenagers to continue their education. Most of them had full-time jobs to cover their university expenses; those who did not face these challenges were considered privileged. Their academic trajectories were at times the result of collective efforts and at others that of solitary struggles. Nevertheless, they were generally painful, complex processes.
I felt that a better understanding of their paths was needed, so I decided to explore and highlight their stories through my PhD research. I wanted to know what had happened to some of the women who received a scholarship after they graduated and how their master’s or doctorate degrees affected their professional – and personal – development. I was puzzled about what changed and what remained in their lives as women, as indigenous people, and as professionals. Given my closeness to many of them due the long journeys together at the scholarships program called IFP-Probepi[1] but also as a researcher committed to anti-oppressive (Brown and Strega 2005), feminist (Haraway 1988; Harding 1991), and indigenous methodologies (Wilson 2008; Smith 2012), I thought that the most appropriate thing to do was to ask them directly. To talk it over.
‘Reflective conversations’: bridging times and spaces[2]
At the end of 2019, I contacted 36 indigenous women who had obtained master’s or PhD degrees between 2004 and 2014. Of those I contacted, 17 participated in the research. They were from different indigenous groups, states, ages, and areas of specialisation. Diversity was intentionally considered in order to identify those changes and continuities I was looking for, as well as the intersections of gender, race, and class that inform educational policies in Mexico. Originally, I was exclusively paying attention to their exclusion in terms of racism, sexism, classism, and tokenism.
I went to the towns or cities where they lived, including Yucatán, Chihuahua, Oaxaca, Mexico City, Chiapas, and Veracruz. We had long talks, or what I call ‘reflective conversations’, which I understand as dialogues that start from previous common and mutual understandings – such as the IFP-Probepi scholarship, the graduate courses, our feminisms, our families, and our health – that allowed us to meet and examine ourselves across multiple times and spaces. While sharing a meal, a drink, or a walk, we conversed, reflecting on the experience of studying abroad, on our current jobs, on how much or how little life had changed. We connected those we were when we first met through IFP-Probepi with those we had become.
Shifting centers – from ‘victims’ to social and political change agents
After organising, systematising and analysing the information obtained, in the summer of 2020 I shared the preliminary findings with them. The meetings were online which allowed us to connect our multiple geographies: Oaxaca, Chiapas, Yucatán, Veracruz, Chihuahua, Mexico City, The Hague (The Netherlands). Sharing and discussing these findings and listening to their responses led me to shift the focus of my research -initially centered in their exclusion of the education system- to their processes and strategies of resistance. “We do not want to be the victims nor being seen only as beneficiaries of educational programs and social schemes,” some stated. “We must be recognised as the social and political actors that we are.”
Our encounters allowed me personally to understand in a much clearer way their paths and to address my research questions considering their gazes, but also to build networks and take action that goes beyond the very objective of writing a doctoral thesis and is more closely linked to the reality we want to transform. Thus, in 2020, we participated in a campaign to help eradicate racism in higher education promoted by Cátedra UNESCO Educación Superior y Pueblos Indígenas y Afrodescendientes en América Latina (UNESCO Chair in Higher Education and Indigenous and Afro-descendant Peoples in Latin America). Through the ISS Research Innovation Facility (RIF), we then set up an independent and collective blog called ‘Resistencias y Mujeres Profesionistas Indígenas’ (Resistances and Indigenous Professional Women) that we are using to share our stories of racism and the strategies that each of us has developed to face it.
A transformative methodology?
Was the methodology I developed and used transformative? For the way academia produces knowledge, I think so. I am doing research showing how collaboration, reciprocity, and recognition can work together to create caring processes in which different voices can be woven together into one fabric of experiences. For the women I am working with, I think it also does. It has created synergies and coalitions necessary to challenge stereotypes and transform not just how knowledge is produced, but how we want to walk in this world. For me, for sure. It has allowed me to reconnect with those women who have made me confront my own privileges and prompted me to use my position to continue exposing some of the still-existing structural exclusions. The way is long, but it is important to keep sharing, discussing, and resisting.
REFERENCES
Brown L. and S. Strega (2005), Research as Resistance. Critical, indigenous and anti-oppressive approaches, Toronto: Canadian Scholars’ Press.
Cadaval Narezo, M. (2022), “Methodologies for collaborative, respectful and caring research. Conversations with professional indigenous women from Mexico”, in W. Harcourt, C. Dupuis, J. Gaybor & K. van den Berg (eds.), Experiments and Reflections in Feminist Methodologies, Series: Gender, Development and Social Change. Switzerland: Palgrave.
Haraway, D. (1988) “Situated knowledges: The Question in Feminism and the Privilege of Partial Perspective”, Feminist Studies, 14(3): 575-599.
Harding, S. (1991), Whose Science? Whose Knowledge? Thinking from Women’s Lives, Ithaca, New York: Cornell University Press.
Smith, L. T. (2012), Decolonizing Methodologies. Research and Indigenous Peoples, New Zealand: Zed Books/Otago University Press.
Wilson S. (2008), Research Is Ceremony Indigenous Research Methods, Winnipeg: Fernwood Publishing.
[1] The initiative was financed from 2001 to 2012 by the Ford Foundation as the International Fellowships Program (IFP), and from 2013 until present (2022) by the Mexican government through the National Council of Science and Technology (CONACYT) as the Fellowships Program for Indigenous People (Probepi). In both cases, it has been administered by the Center for Research and Higher Education in Social Anthropology (CIESAS).
[2] For a more in-depth discussion of the methodology I used, see Cadaval Narezo (2022).
Opinions expressed in Bliss posts reflect solely the views of the author of the post in question.
About the author:
Marina Cadaval Narezo is a PhD researcher at the International Institute of Social Studies.
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By Agustina Solera and Brenda Rodríguez Cortés
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Liberia, a war-torn country for much of the 1990s, initiated several post-conflict peacebuilding programmes with the hope of building sustainable peace. But a study of the Palava Hut Program as a transitional justice mechanism showed that such efforts can be thwarted by the reduction of women to victims of war. The opportunity to rebuild gender relations damaged during wars can be missed in the process. Besides rethinking the link between women and victimhood, women’s inclusion in peacebuilding programmes based on lived experiences can help to equalize men and women in the peacebuilding process, argues Christo Gorpudolo.
Gender is one of the most damaged relationships during war. War and masculinity re-establishes gender hierarchies, and even after the end of wars such oppressive gender relationships persist. Several post-conflict peacebuilding efforts have been initiated in Liberia following two civil wars that occurred between 1989 and 2003. Most notable amongst these peacebuilding efforts have been the development of document called ‘A Strategic Roadmap for National Healing, Peacebuilding and Reconciliation and the National Palava Hut Program. These efforts are major achievements that have set the pace for peacebuilding in the country. Yet, as important as these peacebuilding efforts seem, how gender is viewed and incorporated within the country’s transitional peacebuilding programmes remains problematic for efforts to build sustainable peace.
Solhjell and Sayndee (2016) assert that Liberia has dominate-subservient gender power relations, which limits the participation of the female gender in public discourses and also affects their bodily integrity by limiting their movement from one social class to the other, especially in public decision-making processes (Solhjell and Sayndee 2016: 12). These general societal perspectives and/or biases of gender roles in Liberia have been key sources for policies informing the transitional justice process.
Gender can be viewed as a social institution that establishes patterns of expectations for individuals, orders the social processes of everyday life, and is built into the major social organizations of society such as the economy, ideology, the family and politics. It is an entity in and of itself (Lorber 1996). In the case of Liberia’s peacebuilding efforts, gender is constructed mostly in terms of women’s numerical inclusion in post-conflict peacebuilding activities. This is based on the generally accepted notion that women form a large portion of those victimized in the civil wars. Therefore, policy makers assume that they should be integrated into the Palava Hut talks numerically to share their stories of survival and receive apologies for the crimes committed against them. Although this assertion could be true, viewing women’s participation based on the lens of victimhood also poses a danger.
As part of my Master’s research at the ISS, in 2019 I conducted a case study of Liberia’s National Palava Hut Program as a transitional justice mechanism. Using Scriven’s argumentation analysis, I examined national policies that included the Palava Hut Program documents, related program evaluations and implementation reports, and the Strategic Roadmap for National Healing, Peacebuilding and Reconciliation. I specifically looked at issues of gender, including women’s representation in such policies. I found that victims in the studied documents generally referred to women and children. Based on this perception of women and children as victims, the documents advised that women should form part of the Palava Hut Talks to protect their rights that had been violated during the civil war and to address the ‘dishonour’ brought against them by the civil wars.
As important as those statements might sound, this fails to recognize the key role women played in ending direct violence in Liberia. Thus, women should be incorporated into the Palava Hut Program as significant stakeholders in Liberia’s peacebuilding process, not as victims. Viewing women as victims and men as perpetrators within the peacebuilding process can prevent the full realization of sustainable peace through peacebuilding efforts and hinders the possibility for the transitional era to be used as an opportunity to redefine existing gender relations. According to scholars like Catherine O’Rourke (2013), the extreme social disruption caused by political violence that a transitional justice era seeks to address can within the transitional era allow for some loosening of gender norms and create space for women to take up atypical gender roles. This can help reshape gender relations.
A way of approaching peacebuilding in Liberia in order to achieve a gender-just peacebuilding process would be to incorporate both men and women in the peacebuilding process based on their lived experiences—as equals and not necessarily according to a victim-perpetrator dichotomy. Considering lived experiences may help shift the focus of the Palava Hut Program past victims and perpetrators, thereby creating a deeper understanding of the conflict. This would also provide an opportunity to change gender-damaged relationships that persist in post-conflict societies, particularly Liberia.
About the authors:
Christo Z. Gorpudolo is a graduate of Development Studies, Social Justice Perspectives (SJP) from the International Institute of Social Studies (ISS).
Image Credit: ©Pray the Devil Back to Hell on Wikimedia Commons
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A recent workshop on masculinities hosted by the ISS Counselling Team focused on ‘being a man in the #MeToo era’, drawing participants from the ISS and beyond. The workshop provided a space for reflection on lived experiences regarding masculinity, for the exploration of the ways in which masculinities have been constructed and performed, and for the examination of some of the ideals of masculinity across different cultures. This article briefly details some of the workshop’s highlights.
The #MeToo movement and its impact in academia
Previous to the workshop, some students at ISS felt the need to figure out how to navigate their masculinities in light of the #MeToo movement. The #MeToo movement is a global movement against sexual harassment and sexual violence that was initiated in 2006 as part of a grassroots campaign led by the African-American civil rights activist Tarana Burke, with the initial purpose of helping young women of color that had previously experienced sexual abuse. In 2017, the hashtag gained widespread visibility and popularity when the Hollywood actress Alyssa Milano asked her followers on Twitter to use the hashtag #MeToo to share their own stories of sexual harassment and assault, amidst the scandal of sexual abuse allegations against producer Harvey Weinstein.
Academia, as any other space in society and like any other industry, is not exempt from sexism, misogyny and sexual misconduct. This is why there’s a need for the ISS community to engage in conversations around the issue of sexual harassment and its connection with hegemonic ideals of masculinity and manhood and prevent this from happening.
Masculinity studies
Within the field of Gender Studies, there has been a steady growth in research on men and masculinities since the early 1980s. The leading proponent in theorizing masculinities is Raewyn Connell (also R.W. Connell in some publications), Professor Emerita at the University of Sydney, who has asserted the existence of plural masculinities, the social hierarchy that exists between them, and the theoretical idea of ‘hegemonic masculinity’. For Connell, masculinities are necessarily plural given the different shapes masculinity takes depending on the different sociocultural contexts where they are constructed. Nevertheless, there is also a modern western idea of ‘hegemonic masculinity’ that prevails over women and other subordinated masculinities.
Recent critical reflections on masculinities have been brought even more into the fore since the advent of the #MeToo movement. The acknowledgement of concepts like ‘toxic masculinity’ have become popular to highlight the negative and harmful effects of certain norms of masculine behavior but also the unattainable expectations that men and boys face. It’s a term often associated with forms of masculinity that end up encouraging misogynistic, homophobic and violent behaviours, while at the same time pushing boys into intense emotional repression.
Coming into the workshop, participants had varying degrees of engagement with these concepts, some encountering the critical idea of “masculinitIES” (in plural) for the first time, while others preparing to dedicate their MA or PhD research around such issues. During the workshop, participants engaged in conversations on social expectations and stereotypes of men from around the world, and how attainable they really are in practice. Participants in the workshop also agreed that although men do benefit from unequal gender relations, these benefits are not without a cost. Similarly, there are unequal power relations amongst men given that masculinities are constructed in relation to existing social hierarchies such as class, race, age, disability, sexuality, nationality, among others. Finally, one of the conclusions of this workshop was that there are many ways to be a man and express one’s masculinity.
Way Forward… What’s Next?
As a follow up to the workshop we realize the need to bring these dialogues into our daily conversations and interactions. We must find ways to address everyday experiences of misogyny and violence from an intersectional perspective, both in and outside academia. Men require spaces to reflect on their privileges and the costs of unequal gender relations with its variations across class, race, sexuality, ability and other intersections of power. The struggle towards equality continues, and we believe that discussions around masculinity are also an important part of that struggle.
Picture credit: Wolfmann
About the authors:
Brenda Rodríguez Cortés (left) is a PhD candidate at ISS working on gender and sexuality. Ana Fabregas, Angélica Arámbulo and Ahmad Faraz are MA students at ISS. They are all Peer Counsellors and part of the ISS Counselling Team.
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On 8 March 2018, Professor Wendy Harcourt will be inaugurated at the International Institute of Social Studies, becoming one of the few female professors at the Erasmus University. This blog is a reflection of her personal journey to professorship and on the ‘Well-being, Ecology, Gender and Community’ (WEGO-ITN) project that she heads, which will be launched on the same day at the ISS.
The road to a personal feminist political ecology research agenda
I was awarded my PhD in 1987 from the Australian National University but I had long decided that I was not going to be an academic. I wanted to be part of the real world of social movements and on the ground politics as a feminist and environmentalist. Most of my PhD days were spent juggling my time between the need to get on with the PhD and the many commitments to different political causes—ranging from making sure the campus was safe for women at night to protests to stop uranium mining and the logging of wild rivers. Once I had completed the PhD, instead of taking up a lectureship in Australia, I went to Rome, Italy (I confess for romantic reasons) and after a year of looking for jobs became a programme coordinator and editor at the international secretariat of the Society for International Development.
In the 23 years I worked in Rome, I continued my juggling act as an advocate at the UN level and as a social movement activist. My passion for feminism and environmentalism remained. As well as my on the ground community work, I became part of transnational feminism establishing a wide network of people and most importantly writing—and editing a journal called Development. The networking, publications and advocacy all stood me in good stead when I decided that, after all, I was an academic at heart. And after a visiting fellowship at Clare Hall at Cambridge University where I wrote an academically recognised book Body Politics in Development, I was lucky enough to get a position at the ISS.
A move towards feminist political ecology
At the ISS I have continued to focus on feminism and environment, joining forces with other feminist political ecologists, many of whom I had met as an advocate in my NGO days. Feminist political ecology is a subfield of political ecology (Harcourt and Nelson 2015). It is the study of the conflicts and convergences between development, conservation, cultural survival, body politics, gender equality, and political autonomy. At the core of feminist political ecology is learning about how people in different places are living in, and engaging with their natural and cultural environment (Rocheleau 2008).
By exploring what is happening in specific places where people are negotiating life and livelihoods in human damaged environments, feminist political ecology calls attention to emotions, feelings, the spiritual, non-scientific knowledges and interactions with non-humans, with technologies, life and death (Elmhirst 2011). The research is mostly based on case studies and is embedded in an understanding of broader political, economic and social issues (Nightingale 2011). It aims to explore the nexus of gender, diversity and the environment. Importantly, feminist political ecology invites us to step out of the bounds of modern science and economic thinking to look at political ecology as a relational and fluid social process.
So, to take an example, from a feminist political ecology perspective the Sustainable Development Goals can be studied on a variety of scales (Hawkins and Ojeda 2011, Resurrección 2017). Going beyond the obvious need to study agricultural practices, waste, water and forest management, we can examine forms of networked and rooted interactions in institutional development practices. We can record at the grounded level the lived experiences of the villagers who receive funds for a green road project. And at an embodied level we can register the emotions and concerns of women who are obliged to take contraception when they receive funds for a startup micro enterprise by the Bill and Melinda Gates Foundation (Harcourt et al. 2016).
The Well-being, Ecology, Gender and Community (WEGO-ITN) project
The EU Horizon 2020 Marie Curie Innovation Training Network Grant for the project ‘Well-being, Ecology, Gender and Community Innovative Training Network’ (WEGO-ITN) (www.iss.nl/wego-itn) will provide an important space for European-based feminist political ecology to come to the fore with well-positioned and engaging research that asks these sorts of questions.
WEGO-INT in a nutshell
Grant value: €4 million (€4.000.000)
10 partner universities in 5 countries across Europe
Freie Universität Berlin (FUB);
Humboldt University Berlin (HUB);
Institute of Development Studies (IDS), Sussex University;
Pangea Foundation (PF);
Swedish University of Agricultural Sciences (SLU);
International Institute of Social Studies (ISS), Erasmus University Rotterdam;
University of Brighton (UofB);
University of Passau (UPAS);
IHE Institute for Water Education, Delft (IHE); and
Wageningen University & Research (WUR)
8 training laboratories at
University of Auckland (UoA);
University of Vermont (UVM);
University of Western Sydney (UWS);
Defensoria del Vecino de Montevideo (DVM);
Island Institute (II);
Society for Promoting Participative Ecosystem Management (SOPPECOM);
Associazione Culturale ‘Punti di Vista’ (PDV); and
Centre for International Forestry Research (CIFOR)
Yielding 15 PhD positions
3 interconnecting research themes
Climate change, economic development and extractivism;
Commoning, community economies and the politics of care; and
Nature/culture/embodiment and technologies
In its research, WEGO will build from local engagement and knowledge of peoples’ practices and visions of how to live on this planet under climatic conditions never before experienced. WEGO will co-produce knowledge with people in both the Global North and South on how hybrid and emergent ecologies are creating new forms of livelihoods or life-worlds, in response to growing lack of resilience of the economy and ecosystem.
With that knowledge WEGO will then engage in the debates now being opened up by the Sustainable Development Goals in order to bring the stories of peoples’ changing historical and current experiences of care for the environment into the policy arena. Such grounded and engaged research will not only be about collecting data and evidence, but also about understanding political processes including the contradictions, the emotions and embodied reactions of people to economic, social and environmental change.
As the first international feminist political ecology research network of its kind, WEGO aspires to tackle socio-ecological challenges linked to policy agendas. This innovative and path-breaking project I hope will help to build resilient, equitable and sustainable futures. Ultimately, WEGO aims to provide important guides to strategies of resilience and sustainability that are required for meeting the SDGs.
My vision is that WEGO, by providing a gendered knowledge of every day experiences of environmental practices, will make a difference, not only to the academe but also to the lives of the people with whom we co-produce knowledge. At the political level, I hope that WEGO can open up questions around scientific truth and the mistaken story of systemic coherence of unsustainable economic growth.
I am confident that Feminist Political Ecology can help to guide us along new tracks as we engage in encounters of different life-worlds, form connections among communities, and link exciting academic research to effective policy crucial for today’s sustainable development agenda.
Introducing WEGO-INT through visual media
A group of ISS students were asked to create a video for the WEGO project. Victoria Simpson, an intern from Erasmus University who participated in the making of the video, explains that
the trick was to produce something that addressed activists, students and academics all at once. Since many written explanations seem to be designed for experts in the field of social sciences, we wanted to create audience-flexible knowledge through the help of animations, visuals and narrations. With this idea in mind, we shot a film that shows the relevance of the WEGO project in the face of the ecological and social crises we are dealing with today. Specifically, we wanted to show how difficult it is to solve these overwhelmingly large issues on a basis of a €4 million research grant. We had the idea to asked people of different groups how they would use this grant to make a positive impact. The notion behind this was to show that even when the problem of gaining financial resources is solved, it is challenging to come up with a way to use them effectively.
The video can be viewed at xxx
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