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This paper aims to address the limitations in designing educational approaches that apply critical approaches to data literacy, given the obscure nature of digital platforms, which leave youth unable to develop discourses that challenge dominant narratives about the role of data in their lives. The purpose of this study is to propose and evaluate a critical data literacy approach that empowers youth to engage with data from a sociocultural perspective using a speculative participatory research approach that affords opportunities to develop alternative discourses.

This is a multiple-case study that involves five alternative schools in Uruguay which implemented the Nayah-Irú curriculum over ten weeks leading to the development of six distinct research projects about the materialization of data in youth lives. The curriculum incorporates an alternate reality game (ARG) to engage youth in critical data literacy, based on the principles of Youth Participatory Action Research (YPAR) epistemology and Speculative Civic Literacies.

The findings of this study highlight the integration of speculative storytelling and real-life experiences in developing alternative discourses about datafication. The analysis revealed instances of discursive closure among the youth, but through the curriculum's speculative fiction elements, such as the narrative of Nayah-Irú, emotional connections were formed, leading to increased engagement, critical inquiry, and problem framing.

The study conducted on the Nayah-Irú curriculum shows its effectiveness in engaging youth and educators in critical data literacy by affording opportunities for youth to engage in the analysis of their personal data literacies in an alternative world. Bringing speculative approaches to data literacy can open new avenues for exploring data literacy with youth in ways that center their voices and help them overcome different forms of discursive closure.

This study offers new insights into critical data literacy education blending youth participatory action research epistemologies with a speculative literacies framework to support youth in developing alternative discourses regarding the role of data in their lives.

Integrating smallholders into high‐value global markets represents a unique opportunity to effect large‐scale poverty reduction in the countryside. The purpose of the paper is to add empirical evidence to the discussion of how to best incorporate smallholders into the formal economy sustainably and responsibly.

The paper first builds a theoretical framework around global value chain theory and literature on smallholder inclusion and Kenya's growing horticultural sector. It then moves to explore a Kenyan smallholder‐based business model that incorporates 4,000 flower producers through an efficient and transparent intermediary. The analysis focuses on the importance of governance, upgrading and strong intermediaries for including smallholders in horticultural value chains.

In conclusion, this paper finds that although smallholder inclusion is both favorable and feasible based on theory, literature and case study analysis, it remains limited. It proposes embracing innovative smallholder‐based business models as a viable path out of poverty in countries with low labor costs, suitable climatic conditions and basic infrastructural capacities.

Limitations include a reliance on largely qualitative research methods due to gaps in available data.

Policy implications include the necessity of promoting agricultural development through investments in extension services, the creation of research and development centers and improvements in the rule of law.

This paper is unique in its focus on business models and global value chains as mechanisms through which to include smallholders into the global economy.