Browsing by Author "Gardyne S"

Now showing 1 - 3 of 3
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    Challenges to Empowerment of Women through Value Chains: The Need to Move from Individual to Relational Empowerment
    (John Wiley & Sons Ltd on behalf of Institute of Social Studies, 2024-09-18) Nguyen P; Scheyvens R; Beban A; Gardyne S
    This article examines the prevailing assumption by donors that connecting smallholder women to value chains will close the gender gap and empower women. Based on a case study of a programme that seeks to empower women through their integration into value chains in Vietnam, the article assesses women's empowerment across four dimensions: economic, psychological, social and political. The authors argue that women's engagement in value chains does not always financially benefit and empower women because patriarchal power structures within families, communities and businesses make it challenging for women to gain authority over production decisions in higher-value crops. Women in the study gained more autonomy over ‘women's crops’ which yielded small incomes, while men had control over production that was seen as ‘men's work’, and in large-scale and more lucrative production. Gendered power relations affect women's access to economic opportunities: in this context, development agencies should reconsider their approaches to women's economic empowerment by focusing on relational rather than individual empowerment. This means that women's economic empowerment programmes should involve both men and women, with targeted interventions ensuring women are empowered within the household and in their connections with the community, local authorities and businesses.
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    From a Distance: The ‘New Normal’ for Researchers and Research Assistants Engaged in Remote Fieldwork
    (SAGE Publications, 2022-03) Nguyen P; Scheyvens R; Beban A; Gardyne S
    Doing remote fieldwork is a ‘new normal’ in the COVID-19 pandemic era. It is challenging, but not impossible. With planning and preparation, comprehensive training and ongoing support for Research Assistants (RAs), researchers can overcome the challenges of remote fieldwork. In this article, we reflect on the experience of employing local RAs to support doctoral research involving in-depth household interviews and focus group discussions with ethnic minority people in upland Vietnam. The challenge of adapting to this ‘new normal’ provided us with an opportunity for a critical appraisal of the researcher–RA relationship. The approach to remote fieldwork we developed centres on frequent communication, feedback and building trusting team dynamics. We argue that this approach can overcome some of the power hierarchies between global north researchers and local RAs, and therefore, should not simply be seen as a temporary or inferior ‘Plan B’ for researchers, but should be embraced as a way of reimagining knowledge production. We discuss lessons learned in how to carry out remote fieldwork, present practical strategies and recommendations, and consider the strengths of this approach for knowledge production and the empowerment of researchers in the global south.
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    Indigenous Multilingual Education in Vhembe, South Africa
    (MDPI (Basel, Switzerland), 2022-04-15) Patterson MD; Gardyne S; Leonard S
    This research with primary school teachers in the Vhembe district of South Africa investigated the role of Tshivenḓa as an Indigenous language of instruction in developing learners’ capabilities in education. Interviews with 12 teachers found numerous ways in which teachers drew on their learners’ funds of knowledge in Tshivenḓa to connect with their culture, family and community, ensure their emotional well-being and to explain abstract concepts in an inclusive way while enhancing engagement in learning. These findings are significant for addressing Sustainable Development Goal 4 for Quality Education in Vhembe and ensuring Indigenous and minority language children have equitable access to their learning.