Learning in Local Collaboration, Groningen – MSc thesis Iris Bekius

Inspiratiedag

By: Iris Bekius, MSc Leisure, Tourism and Environment.

Below a summary of my MSc thesis: Learning in Local Collaboration; A reflexive case study in Groningen, Northern Netherlands.

At the moment, the Dutch government is in a process of deregulation, commonly referred to as participation society. Throughout the country municipalities translate policies in line with this political goal, among which my hometown Groningen. For the municipality of Groningen deregulation includes calling on citizens to come up with ideas for neighbourhood initiatives, which will then be evaluated by civil servants on their potential to succeed.

One initiative that is supported by the municipality is Pad2Wijken (Path2Neighborhoods), initiated by a committee in the neighbourhood Helpman to secure a green zone: a 10 kilometre long ecological edible green walking path through the neighbourhoods Helpman and De Wijert. Since the opening of the path in May 2014 groups of residents, schools and organisations in the neighbourhoods can adopt green plots along the path. On their plot they can create a flower meadow, orchard, vegetable garden, insect hotel, or anything else green and sustainable. Continue reading

Best practices in nutrition-sensitive landscapes, Zambia – MSc-thesis Minke Stadler

By Minke Stadler, MSc Organic Agriculture

Below a summary of my MSc-thesis Productivity in Nutrition-Sensitive Landscapes; 
Evaluating agricultural best practices, mindset and social values systems in Barotse floodplain, Zambia.

Best agricultural practices in Kapanda, Zambia

Best agricultural practices in Kapanda, Zambia

Nutrition-sensitive landscapes address the relationship between agriculture, nutrition and environment. Increasing farm productivity and diversification of nutritious food crops are key issues in agricultural development, as improved productivity and diversification provide opportunities to reduce poverty, food insecurity and malnutrition. Adoption of new practices is one, out of many, key issues to help improving food and nutrition security. Farmers’ mindsets and social values systems are therefore important, as people interact with their environment and decide what and how to farm.

Can development be taught?…  No. It can only be learnt. (Clapham, 1996)

The study was part of the CGIAR Research Programs on Aquatic Agricultural Systems (AAS) and Agriculture for Nutrition and Health (A4NH). The aim was to develop a better understanding of the mindset and socio-cultural aspects that influence the relations between nutritious food production and landscape, while studying successes. The underlying hypothesis is that: “Geographical location and position in the landscape results in different mindsets and values systems, which in turn influence agricultural practices and adoption strategies.” Continue reading

BSc/MSc thesis topics: Where is the rural?

The classic nineteenth century thinkers devoted comparatively little attention to the rural, concentrating their work on the coincidence of urban-industrial as the modern spatial and socio-economic ‘setting’ of modern life. While the urban-industrial was considered contemporary and developed, dynamic and  active, modern and progressive, the rural was looked upon as archaic and backward, static and passive, traditional and conservative. The rural emerged as a residual category of our thinking of modern society.

Over time rural sociology has been plagued by the question what the rural is? Some have argued that the rural (and for that matter the urban) is a socio-spatial category: the space of agriculture. However such definitions are intrinsically instable, since the occupational basis of rural populations has become loosely connected with agriculture. Attempts to differentiate the rural and the urban on basis of other social characteristics as population size and density also proofed to be untenable. Others have argued that the urban ‘exploded’  into the countryside and the world we live in has become one of planetary urbanization, leaving us behind with the question where the rural has gone to?

We are looking for students who are interested in doing a BSc/MSc thesis study into the question of the what and where the rural is. Questions that can be explored are: How has the rural been defined in sociological theory; what socio-spatial constructions of the rural have been made? Is there still place for an idea of the ‘rural’ in ‘planetary urbanization’? To what extend is our thinking ensnared by the words ‘rural’ and ‘urban’, forcing us to think in highly problematic analytical and empirical categories?

Students interested have the choice to deal with these questions in different ways and from various perspectives. Depending on your interest you can do a literature research into past and present of defining the rural, empirical research into constructions of the rural, or delve into theory, for example by exploring the thinking of Deleuze or Lefebvre for developing new ‘vocabularies’ or notions of socio-spatiality.

Interested or looking for more information? Please contact Joost Jongerden at joost.jongerden@wur.nl or Leeuwenborch room 3027

 

The tourist gaze and the performance of place and identity: a MSC thesis research in Mexico

Some 40 years ago, in ancient times of analogue cameras and film roles with a capacity of 24 pictures, Sontag already described the compulsion that humans have to photograph. As caught in a ‘sovereign power of the gaze’, our contemporary societies are fundamentally bound to the circulation of objects and technologies (Larsen 2006: 245). This results in 350 million pictures that will be  uploaded on Facebook today. Over 127 billion photos will be shared on Facebook by the end of this year. From selfies taken with selfie-sticks to party-pics and millions of holiday snapshots, ‘[…]everything seems to exists to end in a photograph’ (Sontag 1973: 24).

I am in San Cristóbal de Las Casas in Chiapas, Mexico, to gain insight in how identities are constructed in tourism practices and how these tourism performances produce power geometries. Research is conducted in the ‘most visited’ indigenous village northwest of the city, San Juan Chamula. On busy weekends, hundreds of tourists visit the village in the mountains. Most of them come on organized tours from San Cristóbal, to ‘experience traditional, indigenous life’, according to the brochure of a local travel agency.

It is impossible to envision tourism without seeing the prominent place of the visual in this industry. Photography turns the (tourism) experience itself into a way of seeing and having an (tourism) experience becomes identical with taking a photograph of it’. (Sontag 1973: 15). According to Sontag, ‘tourism becomes a strategy to accumulate photographs in which the essence is to gaze upon the already pictorial’ (ibid: 9). This so-called tourist gaze is corporeally performed and enacted, among other by the act of photography.

OLYMPUS DIGITAL CAMERAGazing is a corporeal practice in where sights are interpreted and bodily (and emotionally) sensed. These individual gazes are influenced by ‘pre-constructed’ images and are always embedded in structural realities. This results in a whole range of different tourism performances at the tourism stage. The gaze is also bodily practiced through the performance of taking pictures. Bodies move into better photo-angles, they wait for other people to move out of the framed image and knees hurt from kneeling down on concrete pavements. On the other side of the lens, the subjects that are focused on are forced into particular performances. They put on their smile, hide the can of soft drink behind their backs and quickly put their arms around their children to ‘act family life’ (Larson 2005). The picture, made in a split second, freezes a whole range of consciously staged tourist performances. These picture-taking practices consume touristic sights while they produce them through the same performances. The process of making pictures is a cautious act that could be seen as a representative construction of the actor, or how the actor wants to be perceived by the audience and by the self. These 350 million uploaded pictures are ‘frozen’ performances and Facebook is one of the many stages on where identities are enacted.

But the eye is not pure and innocent (Larsen 2006: 245). Eyes see the world in particular orders, shaped and classified in specific socio-cultural frames, through particular materialities. San Juan Chamula, as ‘toured’ by hundreds of tourists nowadays, is embedded in a historical context of colonialism and centuries of oppression of indigenous people and their customs. The tourist gaze is embedded in these power realities and (unconsciously) performed through these relations. Tourists and local indigenous people enact their (ethnic) identities through tourism practices, and their identities are enacted through tourism interactions.

What are the photos that tourists (like to) make and could these pictures give insight in how identities are constructed and how power structures are enacted through these performances? As a methodology, interviews with tourists are structured based on their own pictures made during their tours to the indigenous villages. Questions in these photo-interviews try to elicit the informants to reflect and explain why particular pictures are taken and how they interpret the displayed images. These interviews, which are perceived as performances as well, shows how identities of others and selfs are constructed through the particular tourism practice of photo-taking. The objective of this study is to see how performances within tourism practices construct certain identities and how these performances produce power geometries.

            ‘I like to make photos of the children on the street because although you can definitely see they are poor they seem to be happy. We are always complaining but I realize now how good we have it back home, right? This explanation was given in an photo-interview after asking why the informant had made so many pictures of street-vending children. An explanation that gives insight in the construction of others and selfs through performances, and the power structures that are embedded in the relations that people engage in the guise of tourism.

350 Million pictures on Facebook uploaded every day made me wonder: how many young street-vendors from San Juan Chamula can be found on the Facebook profiles of tourists? Not ‘tagged’ in the picture even though they are ‘liked’ because they seem so happy?

Sacha Buisman, 27-4-2015

Bibliography:

Larsen, J.

2005    Families Seen Sightseeing: Performativity of Tourist Photography. Space and Culture 8(4): 416-434.

Larsen, J.

2006    Geographies of Tourist Photography: Choreographies and Performances.

Sontag, S.

1973    On Photography. New York: Rosetta Books.

 

Exploring the integration of school gardens – MSc-thesis by Blair van Pelt

Dowtown Teaching farm in Idaho (photo the Downtown Teaching Farm

Downtown Teaching Farm in Boise, Idaho. Photo credit: The Downtown Teaching Farm.

School gardens are sprouting up everywhere these days, yet little is known about how they can be used as a teaching tool here in the Netherlands. School gardens are common in elementary schools, yet rare in secondary schools.

For her MSc-thesis Exploring how school gardens are integrated into secondary schools, Blair van Pelt has looked at 9 examples in the United States and the Netherlands where a garden or greenhouse is successfully being used as a teaching tool in secondary education. These examples were examined along practical, structural and ideological lines of questioning. What emerged from the cases is that school gardens can be used to teach, both theoretical knowledge and practical skills.

Inside the greenhouse at the Sage School, Hailey (Idaho)

Inside the greenhouse, Sage School in Hailey (Idaho)

Secondary school gardens facilitate learning in a community of practice and are a microcosm of civic ecology. In addition to being a fun way to teach science and other subjects, they give students an opportunity to participate in, and contribute to their communities in a result-oriented and hands-on manner that connects both local and global social and ecological issues.

Agriculture school garden in Apeldoorn (NL)

Agriculture school garden in Apeldoorn (NL)

Additionally, it emerged that the needs, goals, opportunities and challenges of a secondary school garden are different and evolve depending on which stage of development the school garden is in; from which, a new theory sprouted.

The MSc-thesis provides an in-depth look into the nine examples of successful school gardens in secondary education and provides recommendations that are meant to provide guidance and serve as an inspiration for aspiring schools and policy makers.

For more information contact Blair van Pelt: blair.vanpelt@gmail.com