All Paths Lead to Rain: Explaining why Watershed Development in India Does Not Alleviate the Experience of Water Scarcity

Abstract

Watershed development (WSD) projects in India are key to meeting a range of human development goals in rain-fed agrarian landscapes. However, outcomes are often observed to be partial and short-lived. We offer a novel perspective on the reasons. Our analysis shows that the dominant ‘water narratives’ of WSD policy and practice and the lived experience of local people contribute to a naturalisation of water scarcity, resulting in widespread views that WSD is primarily a means for increasing irrigation water supply. We show how this over-simplifies the complex problem of agricultural water use and perversely contributes to a continuing experience of water scarcity rather than its resolution.     

Corruption complaints,inequality and ethnic grievances in post-Biafra Nigeria

Based on anthropological field work in southeastern Nigeria, this paper explores the public concerns and everyday experience of corruption in a society still living with the legacies of the Biafran secession attempt. The paper shows how the revival of Igbo nationalism and resentment over perceived marginalisation is fuelled by perceptions that the corrupt machinery of the federal government runs against the interests of the Igbo people, and funnels resources away from the southeast as punishment for the failed separatist struggle more than 40 years ago. Hence, complaints about corruption are used to critique the Nigerian state and other regional or ethnic groups, but they also figure in an internally focused critique by Igbos of their own complicity in Nigeria’s endemic corruption.     

The land of no taboo: agrarian politics of neglect and care in Madagascar

ABSTRACT

In considering the complex relationships between taboo, culture and landscapes, it is productive to examine not only how people bestow taboos onto places, but also how they take them away. In this contribution, I use as a case study a 35-hectare parcel of agricultural land in Madagascar, where members of an extended family are debating whether or not to continue to follow their ancestral taboos while farming. Analyzing the debate, alternative historical, cultural and political narratives of land relationships emerge, including a fraught colonial history, ongoing battles over land tenure, shifting community demographics, and intergenerational conflicts. Overall, this stretch of land illustrates that agricultural landscapes may be rendered without taboo not because they lack meaning, but because they contain an excess of overlapping – and highly contentious – meanings.     

Food security or commercial business? Gulf State investments in Australian agriculture

Worldwide investments in agricultural land have gained much attention in recent years, resulting in renewed awareness of land as being a scarce and finite resource. This paper investigates a case of South-to-North land deals, namely investments from the Arab Gulf targeting agricultural land in Australia. For the Arab Gulf States that highly depend on external food supplies, investment abroad is one strategy to guarantee future food security. At the same time, leading Australian political and economic representatives have been eager to attract investments from the Gulf. Increasing foreign investment in Australian land has, however, provoked a vivid public debate in Australia. Concepts of foreign direct investment and its role are currently renegotiated on the federal level with regard to Australia's own food security, the ‘national interest’ and the redefinition of ‘Australian agricultural land’. While these concerns also play out on the local level, investments have to be seen within the wider context of Australian ruralities. The paper reveals how food security and commercial and financial interests intersect and become blurred within current transformations of the global agri-food system.     

Bullies, Gangs, Drugs, and School: Understanding the Overlap and the Role of Ethnicity and Urbanicity

Recent media attention has increased interest in behavioral, mental health, and academic correlates of involvement in bullying. Yet, there has not been much interest in investigating the co-occurrence of other health-risk behaviors, such as gang membership, weapon carrying, and substance use. The potential influence of contextual factors, such as youth ethnicity, urbanicity, and school characteristics, also has been overlooked in previous research. The current study examined different subtypes of involvement in bullying—as primarily a victim, as primarily a bully, as both a victim and bully, and no involvement—and the association with significant health-risk behaviors, including engaging in violence and substance use, as well as academic problems. The analyses use self-report data from 16,302 adolescents (50.3 % female, 62.2 % Caucasian, 37.8 % African American) enrolled in 52 high schools. A series of three-level HLM analyses revealed that bullies and bully/victims were generally at greatest of risk of being involved in violence, engaging in multiple types of substance use, and having academic problems. These findings extend prior research by emphasizing a potential link between involvement in bullying and multiple health-risk behaviors, particularly among urban and African American high school youth.     

The Role of Social Support in Students’ Perceived Abilities and Attitudes Toward Math and Science

Social cognitive models examining academic and career outcomes emphasize constructs such as attitude, interest, and self-efficacy as key factors affecting students’ pursuit of STEM (science, technology, engineering and math) courses and careers. The current research examines another under-researched component of social cognitive models: social support, and the relationship between this component and attitude and self-efficacy in math and science. A large cross-sectional design was used gathering data from 1,552 participants in four adolescent school settings from 5th grade to early college (41 % female, 80 % white). Students completed measures of perceived social support from parents, teachers and friends as well as their perceived ability and attitudes toward math and science. Fifth grade and college students reported higher levels of support from teachers and friends when compared to students at other grade levels. In addition, students who perceived greater social support for math and science from parents, teachers, and friends reported better attitudes and had higher perceptions of their abilities in math and science. Lastly, structural equation modeling revealed that social support had both a direct effect on math and science perceived abilities and an indirect effect mediated through math and science attitudes. Findings suggest that students who perceive greater social support for math and science from parents, teachers, and friends have more positive attitudes toward math and science and a higher sense of their own competence in these subjects.