Networks of making a living in Non-Western contexts : A case study in northern Benin

Titelangaben

Clemens, Iris:
Networks of making a living in Non-Western contexts : A case study in northern Benin.
2024
Veranstaltung: 44. Sunbelt Conference of the International Network for Social Network Analysis , 24.06.-30.06.2024 , Edinburgh, Scotland.
(Veranstaltungsbeitrag: Kongress/Konferenz/Symposium/Tagung , Vortrag )

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Abstract

In the research project Making a Living - Learning trajectories towards the ability to earn a livelihood, we analyse the network that enables young men and women in northern Benin to earn their livelihood. As basis for this kind of research, I examine differences in the broader educational figurations, in which concrete networks emerge. In the European context, a normal biography that enable one to earn a livelihood follows distinct steps such as primary school, comprehensive school or gymnasium, maybe university or an apprenticeship, and finally an employment (there are, of course, deviations, but for the majority it works more or less like this). This normal biography is embedded in a specific educational figuration (Clemens 2024), which let these kinds of biographies and related networks and actors emerge. This figuration consists (beside other relata) of a functioning nation state, a specific economy with related job market, an educational sector and corresponding certificates which are structurally coupled with this economy, a distinct family organisation, and circulating stories that support this educational figuration. But such supporting stories as well as educational concepts and practices that emerged in this figuration of the so-called Global North circulate globally in distinct networks. However, in the so-called Global South (majority world with Dasen & Akkari 2016), we see very distinct educational figurations, in which actors and their concrete networks are embedded. In consequence, it is questionable if these concepts from the Global North are functional in such different educational figurations. Taking an empirical example from rural Benin, I will describe concrete educational networks and discuss major differences that can be found. The networks were surveyed following the idea of relational ethnography through the use of interviews, ethnographical fieldwork, ego-centred network cards and a questionnaire survey. Taking the material turn serious, also non-human relata are considered.