Re-Imagining Alternative Futures through Empowerment
Abstract
:1. Introduction
2. Materials and Methods
2.1. Data Collection
Emerging Themes through Thematic Analysis
- Systems;
- Societal Impact;
- Empowerment;
- Care.
3. Results
3.1. Imagining Alternative Futures
“Now, having worked in Syria, like at the borders and seeing a lot of families, and reflecting on what she did, I don’t know how she was that resilient. I didn’t understand until today, and then, how you make things simple as a child, and maybe she did not know all the fancy words of mental health and social integration and this and that, and maybe she had this wisdom and knowledge that maybe comes with disasters and that I don’t think they teach in schools. I think there is some sort of knowledge that is not explicit that comes with misery”(Key stakeholder account)
“I sometimes resent it; also, I sometimes think, “Why did you do that?” but when I analyse it now, I realise that is what made us tough’’(Key stakeholder account)
“So later, I realised that was not the problem, because at first, that was a challenging situation. And during that time, when my mother died, of course, I grew up with my aunty, that’s why I had to go to school late, and no, I would do the housework while her children went to school. That’s how I came to grow old beyond class age… that would haunt me: why am I doing this, I am supposed to be at school, but I am not. I would be blaming maybe it was because I was an orphan and didn’t have a mother; all of those [thoughts] as you go, you find other people with different situations, even those with mothers and fathers who have everything. And then you say ah no, that is not the cause: maybe that’s pre-planned, and of course, I am a Christian(Key stakeholder account)
3.2. Inner Development
“So, I think maybe I was. The whole structure in Syria… it was more of like schools were not something nice, it was very… more like military, like a lot of discipline. This is how everything in Syria was actually. It was all imposed by the Syrian regime at that time. For example, you have to only wear black socks; even your socks had to be a certain colour, even actually our uniform was. It looked more like military; it was a dark green, so it was more like military than a school, but still, I think…”(Key stakeholder account)
“Now, having worked in Syria, like at the borders and seeing a lot of families, and reflecting on what she did, I don’t know how she was that resilient. I didn’t understand until today, and then, how you make things simple as a child and maybe she did not know all the fancy words of mental health and social integration and this and that, and maybe she had this wisdom and knowledge that maybe comes with disasters and that I don’t think they teach in schools. I think there is some sort of knowledge that is not explicit that comes with misery”(Key stakeholder account)
“Personally, for me, it’s to do anything I want, say anything I want, to make a difference because, in my personal life, I don’t even have to speak about empowerment, from my father to my husband to my son. I’m always a little bit feminist, and I don’t feel a need to prove anything because I know I am the greatest thing to ever happen to the household: that’s a joke, but you know what I mean, but on the outside world, for me, it’s to be able to live in Sri Lanka, not to be scared to speak, to give my opinion, and to be recognised. I mean empowerment doesn’t only come from within, but from the people around you and how they deal with you, and I feel really empowered when I speak with people, when I deliver a lecture, or when I’m at a social gathering. For example, last week, we went out with a bunch of lawyers, and I felt really empowered because the men were in a very patriarchal profession but would listen to my opinion and seek my opinion, and that’s empowerment for me. I feel very powerful”(Key stakeholder account)
“Well, we have a medicine industry here that is very interested in pain and disease; this is a fact, and there is an industry around pain, a very big industry around pain everywhere, and even an industry around disaster.”(Key stakeholder account.)
3.3. Navigating the Unknown
4. Discussion
5. Conclusions
Funding
Data Availability Statement
Conflicts of Interest
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Theme | Sub-Themes |
---|---|
Systems The theme, systems, encompasses societal institutions, mainly the structure and systems within formal education, mainstream health services, and humanitarian systems. | Judgement The opinions and consequences that result in discrimination and disadvantage relating to hierarchal structures and subjective opinions. Bondage Situations that perpetuate restrictions and limitations contrary to one’s wishes. Ignorance The false assumption of knowledge and inability to engage, listen, and learn from others. This applies to systems and people. Dishonesty Masking the truth or disguising inefficiency knowingly. Wellbeing Physical and psychological issues. |
Societal Impact The theme of having societal impact includes the external factors and stressors that make up part of the key stakeholders’ experiences and lived experiences. This ranges across cultural, political, religious, and societal norms and values, which are influential or relevant to the background of the key stakeholders’ experience. | Challenges Struggles, problems, and experiences for which the key stakeholder has expended effort or made sacrifices to overcome. Awareness An understanding and knowledge about entering into a situation or understanding how to navigate a system. Imagined futures. A creative process where key stakeholders could create a reality not yet achieved. Freedom To be free from structural limitations or psychological restraints and limitations. Participation To play a part in society and communities. Technology Technological advances and influence on education and work. Mentoring and Poverty Having role models or listening to people who inspire and motivate you to achieve or embark on projects. |
Empowerment The theme discusses the key stakeholders’ understanding of the term ‘empowerment’ and how they define it. | Self-governance To govern oneself internally and live consciously. To exert control over one’s life and decision-making, showing independence, respect for oneself, and choice. |
Care To show compassion, love, and kindness to others. These are also acts of love shown to you. | Community Support Informal networks and bonds are created by engaging with different groups and people, which key stakeholders feel part of in some capacity. Deep Involvement To listen deeply and interact with respect and a sense of equality. Community Approach Initiatives and projects that involve communities and certain social groups. This could also be government initiatives aimed at certain communities. Humility To be rid of arrogance and display equal respect for everyone. To connect with people primarily through a shared sense of humanity. Family Bonds The link and love between family. This includes solidarity and support that the key stakeholders have found in the family and its members. Non-judgement To avoid discrimination and division by various categorisations or lack of categorisations. All aspects of care, love, and kindness that the key stakeholders have experienced and project. |
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Adler, C.M. Re-Imagining Alternative Futures through Empowerment. Challenges 2024, 15, 8. https://doi.org/10.3390/challe15010008
Adler CM. Re-Imagining Alternative Futures through Empowerment. Challenges. 2024; 15(1):8. https://doi.org/10.3390/challe15010008
Chicago/Turabian StyleAdler, Claudia Milena. 2024. "Re-Imagining Alternative Futures through Empowerment" Challenges 15, no. 1: 8. https://doi.org/10.3390/challe15010008