„I feel well when I can help mother“ –
Life course transitions, intergenerational relations and
rural development in north...
Research setting
Chiang Mai Province
Huay Tong village
Research methods
• Participant observation
• Participatory research exercises with children of different ages and
gender (...
Argument:
Through intergenerational learning Karen people participate to the
shaping of local and regional development pro...
1. Intergenerational learning structures childhood and youth
transitions
2. In a changing society, young people migrate fo...
Thai and Karen cultures encourage practical
learning at home and at school
Rice threshing and pounding
Contributing to the household economy
Preparing the evening meal Cleaning the family car
Sharing tasks and assisting elders …
Weaving Ploughing
Learning culturally valued tools and technologies
2. Rural development processes impact on transitions
The Royal Agricultural Project
… rural development projects offer employment
In an insecure Thai labour market …
… young people return for economic and socio-cultural reasons
3. Transition to adulthood
… and initiating new processes of intergenerational learning
Learning a profession …
Thank you
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Big Foot Conferenece. June 5. Intergenerational relations and rural development in Northern Thailand_Pia Maria Vogler

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Pia Maria Vogler , Linacre College, University of Oxford presented her research on Life course transitions, intergenerational relations and rural development in northern Thailand

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Big Foot Conferenece. June 5. Intergenerational relations and rural development in Northern Thailand_Pia Maria Vogler

  1. 1. „I feel well when I can help mother“ – Life course transitions, intergenerational relations and rural development in northern Thailand Pia Maria Vogler DPhil Linacre College, University of Oxford Big Foot Conference: Crossing Generations, Crossing Mountains Vienna International Center 5-6 June 2013
  2. 2. Research setting Chiang Mai Province
  3. 3. Huay Tong village
  4. 4. Research methods • Participant observation • Participatory research exercises with children of different ages and gender (10-16) – Mapping of village – Seasonal calendars – Life course time lines • Ethnographic interviews • Semi-structured interviews
  5. 5. Argument: Through intergenerational learning Karen people participate to the shaping of local and regional development processes Outline: 1. Life course transitions as processes of intergenerational learning 2. Rural development processes impact on transitions 3. Life course aspirations and intergenerational relations
  6. 6. 1. Intergenerational learning structures childhood and youth transitions 2. In a changing society, young people migrate for education and professional experiences between highland villages and lowlands 3. In an insecure Thai labour market, intergenerational relations and rural development projects are safety nets 4. For their transition to adulthood, young people return to rural mountainous areas because of economic and socio-cultural reasons 5. Young Karen adults share professional knowledge and experience gained in the lowlands. Like this, they initate new processes of intergenerational learning and participate to the shaping of rural development processes Research findings highlight that
  7. 7. Thai and Karen cultures encourage practical learning at home and at school
  8. 8. Rice threshing and pounding Contributing to the household economy
  9. 9. Preparing the evening meal Cleaning the family car Sharing tasks and assisting elders …
  10. 10. Weaving Ploughing Learning culturally valued tools and technologies
  11. 11. 2. Rural development processes impact on transitions The Royal Agricultural Project
  12. 12. … rural development projects offer employment In an insecure Thai labour market …
  13. 13. … young people return for economic and socio-cultural reasons 3. Transition to adulthood
  14. 14. … and initiating new processes of intergenerational learning Learning a profession …
  15. 15. Thank you

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