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Acrobats: Building Pyramids for Their Future By: Véronique Sprenger

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Acrobats: Building Pyramids for Their Future By: Véronique Sprenger Acrobats: Building pyramids for their future By: Véronique Sprenger Master Thesis International Development Studies Graduate School of Social Sciences July, 2018 University of Amsterdam Graduate School of Social Sciences MSc. International Development Studies Master Thesis1 Acrobats: Building pyramids for their future What are skills that youth in Kangemi, Nairobi develop through acrobat training and how do these translate into capital that they can use in their lives? In the past there has been little research on projects that empower youth in slums through sports or performing arts. Therefore, the aim of this research is to show how youth from slums who train in acrobatics have developed skills that can help them overcome difficulties such as, unemployment and poor education. These skills will then be translated into capital that the acrobats use in their lives. These skills will be derived from one of the unique aspects of acrobatics which is that it is both a sport and a performing art. The research aims to contribute to international development research by researching a unique and local phenomenon that still has potential to be developed. The answers to the research question were obtained through qualitative analysis focusing on participant observation and interviews. The findings will show that through acrobatic training the acrobats do not only gain economic capital, but also develop skills that accumulate cultural, social, symbolic and physical capital. Some of the skills that will stand out from the research are physical strength, communication, showmanship and perseverance. Another highlight of the research is the international work opportunities that the acrobats are able to obtain. Moreover, due to strong trust relationships between acrobats, the research will demonstrate how the sport is used for inter-cultural understanding and raising awareness. The research will go on to show how all types of capital are interdependent. It will then endeavor to conclude that acrobatics has the potential to be a powerful tool for youth to not only gain economic capital but to also accumulate other types of capital that they can use in life. Although, the conclusion will also show that there are limits to this accumulation. Since artisan jobs have not been thoroughly researched, the research suggests that further research should be conducted. Furthermore, due to the lack of research on gender dimensions within acrobatics in Nairobi, this should also be further investigated. Key words: sport and theatre for development, urban development, slums, artisan jobs, youth, capital July, 2018 Veronique Sprenger/11669802 Supervisor: Dennis Rodgers Second reader: Naomi van Stapele Word count: 28.875 words 1 To see how the pyramid on the cover page was build click here or scan the QR code 1 This thesis is dedicated to the incredibly talented and hardworking acrobats from Nairobi who were part of this journey. They did not only welcome me with open arms but also showed me their world and allowed me to train with them. Their training and stories inspired me to write this thesis and confirmed why it is so important to shed light on their world and talents. This journey confirmed the importance of nurturing talents and using them to create a better future. This research is for the acrobats and I hope that all their dreams and goals will become a reality. “When it comes to talent development, it becomes very difficult to get that recognition. Yes, you can go to Kenyatta University and study arts, but our people could not go there. So those are changes I would really like to see.” – Marion, Sarakasi 2 Acknowledgements First of all, I would like to thank my supervisor Dr. Dennis Rodgers. I was extremely lucky to have received his support, advice and help throughout this process. He did not only provide me with the confidence to pursue this, but also continuously directed me to the right sources that perfectly complemented my research. Without his patience, positive feedback and creative open-mindedness this thesis would not have been possible. Thank you for your trust! I would also like to thank my second reader Naomi van Stapele for her enthusiasm to read my thesis. I want to thank my classmate and friend who was also doing her research in Nairobi: Saana Mirala. She quite literally saved me when I was in trouble in the field and offered me a roof over my head in a safe area for the last two weeks of my research. Her support was of immeasurable value. Throughout the writing process I have had support from various sources but most importantly from my proof-reader, advisor and good friend Solomon Mwanjala. He has helped me to make sense of my sometimes-unstructured thoughts that I attempted to write down. As he is from Kenya and lives in Nairobi, he was always able to answer my questions regarding local problems that acrobats mentioned in their interviews which I did not understand. Moreover, I cannot thank him enough for the emotional support he offered after I returned from the field. Without my family’s support I would not have been able to do this research, they were there for me when I needed to complain or when I wanted to share exciting stories. They trusted me and the people who I was surrounded with. Lieve Papa, Mama, Brigitte, Michele en Christiaan, ik hoop dat na het lezen van mijn scriptie jullie vrede hebben met alle stress en angst die ik jullie heb aangedaan toen ik mijn onderzoek deed. Ik hou van jullie! Finally, I want to thank the acrobats and the locals who provided me access to the field. Harrison, Jack, Abu, Geoff, Duncan, Mato, Bisshop, Sheban, James, Charles, Ali, Bruce, Juma, Julius, Sammy, Dennis, Bonny, Issa and all the other acrobats in Nairobi who I got to know. Everyone is a part of this thesis and has helped me to realize my dream of combining my talent in gymnastics, passion for the acrobats and my education into this thesis. Asante Sana! 3 Table of Contents Acknowledgements ............................................................................................................... 3 Overview of video’s ............................................................................................................... 6 Chapter 1: Introduction.......................................................................................................... 7 Relevance ......................................................................................................................................8 Context ..........................................................................................................................................9 Unemployment .................................................................................................................................................. 10 Youth’s aspirations ............................................................................................................................................. 11 Sports and development .................................................................................................................................... 12 Gender ............................................................................................................................................................... 13 Research Aim ............................................................................................................................... 14 Outline of thesis .......................................................................................................................... 14 Chapter 2: Theoretical framework ....................................................................................... 15 Acrobatics; a sport or an art? ....................................................................................................... 15 Performing arts skills.................................................................................................................... 16 Sports skills .................................................................................................................................. 17 Team work leading to collective efficacy ....................................................................................... 19 Capital ......................................................................................................................................... 20 Economic capital ................................................................................................................................................ 21 Cultural capital ................................................................................................................................................... 21 Social Capital ...................................................................................................................................................... 22 Symbolic Capital ................................................................................................................................................. 22 Physical capital ................................................................................................................................................... 23 Trajectories.................................................................................................................................. 24 Conclusion ................................................................................................................................... 25 Chapter 3: Research Design
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