1 Journeys to Engagement with the UK Global Justice Movement: Life Stories of Activist-Educators James Trewby Institute of Educa
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CORE Metadata, citation and similar papers at core.ac.uk Provided by UCL Discovery Journeys to engagement with the UK Global Justice Movement: Life stories of activist-educators James Trewby Institute of Education, University of London 2014 1 Abstract: This thesis explores how individuals in the UK come to and sustain engagement with global justice issues (such as poverty, development and human rights). It responds to a scarcity of relevant research and a stated desire for greater understanding from those involved in development education and related areas. Relevant literature is used to develop: a working definition of the UK Global Justice Movement; a new conceptual framework for understanding forms of engagement; a ‘route map’ summarising knowledge about individuals’ journeys to engagement; and an understanding of current practice and debates in development education and related fields. Using narrative research techniques, the study then presents five individuals’ life stories with respect to engagement with global justice issues. The respondents come from a range of backgrounds and utilise a number of different forms of engagement, but all act in some way as educators/multipliers of engagement. Their stories are analysed using two different ‘lenses’: together, considering themes relevant to development education, and separately, investigating how concepts related to identity (Social Identity Theory, Identity Theory and Narrative Identity) can be used to understand individuals’ engagement. This analysis includes discussion of: the places in which learning happens; debates concerning learning, criticality and visits overseas; the extent to which respondents might be understood to be development educators themselves; roles they have played; the in- (and out-) groups mentioned; and the various sources of narrative available to each of them over the course of their journeys to and within engagement. Finally, the thesis suggests implications for researchers, policy makers and practitioners. This includes: future use of the concepts developed; further exploration of the potential learning value of ‘low cost’ forms engagement; supporting individuals to engage with different organisations and issues ‘across’ the movement; and, considering possibilities for work with families and faith groups. 2 I hereby declare that, except where explicit attribution is made, the work presented in this thesis is entirely my own. Signed: ……………………………. Word count (exclusive of appendix and references): 80030 3 Acknowledgements: This research was a journey which could not have been completed alone. Many thanks to: Rebecca, Ayo, Leena, Jules and Malcolm, for sharing their stories; Dr. Doug Bourn, my supervisor, for keeping me moving in the right direction; CAFOD, and particularly the Education Section, for encouraging their squatter so generously; Friends committed to global justice and education, for keeping me grounded; Colleagues in the Development Education Research Centre and Dr. Eleanor Brown, Dr. Adam Unwin, Professor David Lambert and Professor Matt Baillie Smith, for lending friendly but critical eyes; Sean, Mark and Matt, fore prouf-reeding; My funders, for believing in the value of this research; And finally, Kyra, for believing in me. 4 Table of Contents List of figures....................................................................................................... 8 List of acronyms .................................................................................................. 8 Chapter 1: Introduction ....................................................................................... 9 1.1 Chapter summaries ................................................................................... 9 1.2 Rationale ................................................................................................. 11 1.2.1 Personal rationale ............................................................................. 11 Introducing myself and my current engagement .................................... 12 My journey to and within engagement .................................................... 12 1.2.2 Academic rationale ........................................................................... 16 1.3 Conclusions ............................................................................................. 20 Chapter 2: Exploring the context ....................................................................... 22 2.1 The UK Global Justice Movement ........................................................... 23 2.1.1 A social movement?.......................................................................... 23 2.1.2 Global justice issues ......................................................................... 25 2.1.3 Home and away ................................................................................ 26 2.1.4 The role of NGOs .............................................................................. 27 2.1.5 Summary: The UK Global Justice Movement ................................... 28 2.2 Forms of engagement ............................................................................. 28 2.2.1 Concepts concerning engagement ................................................... 28 2.2.2 Exploring forms of engagement ........................................................ 30 2.2.3 The importance of various forms of engagement .............................. 32 2.2.4 Summary: Forms of engagement ..................................................... 33 2.3 Journeys to engagement ......................................................................... 34 2.3.1 Exploring ‘Journeys’ .......................................................................... 34 2.3.2 Preconditions for engagement .......................................................... 35 2.3.3 Creating the preconditions ................................................................ 38 2.3.4 Towards initial engagement .............................................................. 41 2.3.5 Going deeper .................................................................................... 44 2.3.6 Summary: Journeys to engagement ................................................. 46 2.4 Development education and the place of learning in engagement with the UK Global Justice Movement ........................................................................ 48 2.4.1 Development Education .................................................................... 49 2.4.2 The practice of development education – surveying the field ........... 51 2.4.3 Development education in context .................................................... 55 2.4.4 Questioning the value of development education ............................. 56 2.4.5 Barriers to ‘critical’ development education ....................................... 58 2.4.6 Making it critical – suggested ways forward ...................................... 64 5 2.4.7 Summary: Development education and the place of learning in engagement with the UK Global Justice Movement .................................. 67 2.5 Conclusions ............................................................................................. 68 Chapter 3: Methodology .................................................................................... 71 3.1 Setting the scene ..................................................................................... 71 3.2 Introducing narrative research ................................................................. 73 3.2.1 Areas of knowledge narrative research can explore ......................... 74 3.2.2 Types of knowledge narrative research can produce ....................... 76 3.3 From methodology to method .................................................................. 80 3.3.1 Before the interviews ........................................................................ 80 3.3.2 During the interviews ........................................................................ 84 3.3.3 After the interviews ........................................................................... 89 Telling their stories ................................................................................. 89 Analysis .................................................................................................. 91 From narrative to identity ........................................................................ 93 Theories of identity ................................................................................. 95 Framework for analysis ........................................................................ 106 3.4 Conclusions ........................................................................................... 107 Chapter 4: Respondents’ stories ..................................................................... 109 4.1 Rebecca’s story ..................................................................................... 109 4.1.1 Introducing Rebecca and her current engagement ......................... 109 4.1.2 Rebecca’s journey to and within engagement ................................ 110 4.1.3 The story behind Rebecca’s story ................................................... 119 4.2 Ayo’s story ............................................................................................. 120 4.2.1 Introducing Ayo and her current engagement ................................. 120 4.2.2 Ayo’s journey to and within engagement ........................................ 122 4.2.3 The story behind Ayo’s story