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Although this chapter situates all violence against women as a human rights issue, it emphasises ‘culturalised’ forms of this violence, such as honour-based violence/abuse, forced marriage and female genital mutilation. The authors draw upon their respective research to highlight how these forms of gendered violence have been subjected to a process of culturalisation. The chapter shows that while this process has raised awareness of previously under-researched forms of abuse and highlighted some of the contextual differences between women’s experiences of violence more broadly, its overemphasis on culture and cultural pathology has resulted in policy and legislative responses that do not always benefit victims. Ultimately, this chapter aims to problematise ‘culturalised’ understandings of violence in diverse communities and to show how current policy, legislative and support responses fail to adequately address the intersectional needs of black and minority ethnic victims/survivors.¹

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Authors’ note: To capture the collaborative feminist process in writing this article, we list authors’ name alphabetically rather than the traditional presentation of lead author first.

We use Third World, Materialist, and Poststructuralist feminist perspectives with an intersectional transnational lens to analyze our self-reflections about feminist pedagogy and the messy business of conducting our research. We draw on student participant interviews and responses to follow-up questions to support key arguments.

Much feminist pedagogy discourse constructs consciousness-raising and empowerment as positive. However, our research indicates our students’ experiences of these processes as well as our own as teachers and researchers is contradictory; outcomes are often unintended and not always positive, despite our best intentions.

Our work seeks to destabilize problematic notions of empowerment and consciousness-raising by contributing accounts of how feminist pedagogy impacts students in sometimes negative, unintended ways. These contributions should be utilized to better understand power relations between students and teachers, as well as refine pedagogical approaches to best address and reevaluate their impacts on students.

Rather than perpetuate decontextualized and overly optimistic notions of feminist pedagogy, consciousness-raising, and empowerment that fail to capture the complexities and contradictions of women’s lives and the gendered relations in which they participate, this chapter stands as a call to feminists to problematize their key concepts and practices and lay them open to critique.

The purpose of this paper is to locate, describe and analyze the differences between the way migrants from communal cultures and local communities in Western Europe resolve intra-communal and inter-communal conflicts, and to use the findings to propose a hybrid alternative model that may be able to bridge across identified differences. Such a hybrid model will facilitate enhanced integration and adaptation between host and migrant communities, contributing to improved conflict resolution outcomes.

This paper starts with an exploration, review and analysis of existing relevant literature describing refugee/migrant–host community interactions and their consequences. The second stage includes review and analysis of relevant alternative dispute resolution (ADR) literature. The third stage undertakes an examination and analysis of the practices identified in stage two, and the fourth stage proposes a method that uses potentially “bridging” practices by incorporating useful and relevant elements from host and refugee communities’ ADR mechanisms, in a way that may help resolve inter-communal disputes.

The paper demonstrates significant differences between host and migrant communities’ dispute resolution practices and the integrability of relevant ADR approaches toward creating a usable, hybrid, bridging approach to handle inter-communal conflicts.

The paper proposes a hybrid “bridging” host–refugee inter-communal conflict management model. The proposed model should be tested to prove feasibility and viability.

Should the proposed model prove useful, the practical implications may lead to the construction and use of different (hybrid) conflict management mechanisms in appropriate communities. Such mechanisms may lead to a reduction in the number and severity of inter-communal conflicts.

A reduction in inter-communal conflicts within the framework of a host–migrant interface may have strong positive outcome to inter (and intra) communal relations and may reduce friction, crime, marginalization, hostility and radicalization.

The paper highlights the challenges to both migrant and host communities when it comes to finding a common ground for resolving inter-communal disputes and offers a pragmatic hybrid model to bridge cultural and functional gaps and help promote mutually satisfactory outcomes.

Academic and popular commentators of Asia find it almost impossible not to reach for metaphors of breathtaking economic and social change, fanned by the winds of globalization. This chapter explores the extent to which young Asian values concerning gender relations in the household, pornography and prostitution are similar to or different from those of young westerners. While some respondents themselves talk of the impact of globalization on attitudes in their countries, clear differences in attitudes as well as vocabularies or justifications for those attitudes are found, the Asian samples, usually but not always, expressing a different set of responses from the Anglophone or Western samples.

In last few decades, the native anthropology has been highlighted for its potential to immediately grasping cultural familiarity, contextual sensitivity, and rapport building. Nevertheless, detachment from the native context is also seen as a challenge for the native researcher. This paper aims to provide invaluable information about the fieldwork experience of the author as a native researcher in rural Punjab Pakistan. The author presents and reflects the fieldwork challenges faced and the strategies used to overcome the challenges. The primary objective of this paper is to discuss the methodological strategies to face the challenges of doing at-home ethnography.

This paper is based on ethnographic fieldwork conducted in native context.

Dealing with contextual complexity and sensitivity with the author’s native learning, the author used native knowledge as a useful resource to investigate insider’s perspective on infant care belief practices. Furthermore, the author addressed the challenges related to building rapport, gaining friendly access to the families and children, and setting aside presumptions. The author discusses the strategies opted, such as selecting a research assistant, gaining access to the field, planning fieldwork and bracketing native presumptions.

This paper provides important insight of at-home ethnography and technical understanding to conduct fieldwork in native contexts.

Based on my ethnographic fieldwork, this article contributes in contemporary debates on the challenges in doing at-home ethnography.