Servofreno

The study tried to locate children in their space as children. The methods used were aimed at letting the children participate as children. It is possible for children to feel unable or unwilling (Aldridge, 2008: 261) to respond to interviews for various reasons. Since it is important to have the voice of children in matters which concern them, different methods have been proposed such as visual ethnography (Aldridge, 2008: 261) or ‘task-centred activities’ (Hill, 1997, Christensen and James 2000 cited by Evans and Becker 2009: 73). Both methods include a photographic approach as

62 _{The song had a theme of the suffering of an OCHH and the type of work she/he has to do just} because he/she has no parents.

well as drawing and preparing a diary. These methods afford children (in this case the OCHH) the moment to demonstrate their living experiences, challenges and coping mechanisms. Different methods were employed with different children on different occasions. OCHH were provided with a digital camera and asked to take a photo of whatever they wanted in their household. This was an exercise which was used during the familiarisation process as well as at opportune times throughout the research process.

Children who used the camera took photographs which brought up some meaningful aspects of their lives. Most of the photographs taken when put to discussion brought out the notion of pride the OCHH had for what they have managed to do in their circumstances. For example there were photographs of a house built by Kimako and guinea pigs owned by Kechee who has sold some and bought a radio. A photograph by a former OCHH of his father’s grave brought up his life story while Kedi took a photo of her vegetable garden as an example of many plots of land she cultivates for the food they need. This method helped the OCHH to be in charge of the information they wanted to share in a very relaxed manner. Photography was also combined with yet another method, preparing a diary which again provided the OCHH with an opportunity to share their daily experiences between school and work.

The use of a diary involved the children narrating their way of life. This was then discussed individually but one diary by a former OCHH was used in a FGD, to see whether there was a difference between earlier and present experiences, and those of orphaned children with guardians.

4.6. Conclusion

The main discussion in this chapter has been the methodology and methods used in this study with children, in two rural districts of Tanzania. The study has generally been influenced by an interpretive epistemology approach. It has not been very easy to situate the research in one single discipline or theoretical paradigm due to the nature of the study. It is a study with children so the epistemological approach needed to consider the children debates on how to make a study with children and not on children.

The ethical concerns which are important issues in research have also been discussed in relation to studying with children and the challenges in consent making, harm and stress to the participants and their mitigation. This chapter has tried to present the way in which the methods used have negated tokenism in working with children. The different methods invoked have put the children at the centre and intact in their social setting and the researcher was guided by what the children were putting across as people in their own right. From what was learned, the next chapter provides the perspectives of the children on the different governance institutions which are supposed to protect and care for them.

CHAPTER FIVE

The OCHH Account of Local Governance Institutions

‘Asking orphaned children of their opinion as to where they would

prefer to live, is not usual ... Normally the clan decides and the

children are to abide by the decision’63.

5.1. Introduction

Figure 3. The OCHH in the middle of Institutions

Legend:

Mama Mkubwa School

63 _{The common view of the majority of the people interviewed and observed in the Makete District,} M M M

M

Indicator

Description of figure 3

 The Green is the institutions not mentioned by the children directly

 The Purple are institutions nearest to the OCHH and are mentioned directly

by the OCHH

 The Blue are the institutions which are at village and district level but are not

mentioned by the Children

 The Media, International and National Institutions seem to be on the side but

they have a great influence in various ways

 The arrows show the different ways of communication or networking

 The OCHH might contact the courts or police or prison after problems with family or neighbours

Figure 3 above encapsulates the discussion in chapters one to four and links it with what follows in this chapter and chapters six and seven. Chapters one and two are represented by the OCHH at the middle of figure 3 and the media. Chapter one provided the background to the issues confronting the OCHH while chapter two introduced the OCHH and what it means to be an orphan as well as notions of changing childhood. Chapter three provided the analytical framework relating to children governance. In particular that chapter highlighted governance as a network, and discussed how the network has not taken into consideration children’s perspectives. An analysis of the ethic of care was invoked as a way to redress the situation. Chapter four then argued that a combination of a grounded and children’s perspective methodology using ethnographic methods was appropriate to uncover the way in which plural governance institutions as shown in figure 3 construct the identity of OCHH while enabling the agency of the OCHH to emerge. This chapter now places the OCHH more specifically, within the various governance institutions and reveals how such institutions construct the identity of the OCHH. In line with the analytical framework provided in chapter three, this chapter identifies four

categories of governance institution shown in figure 3, linking the theory to application.

The first category of institutions which is the community or local level governance is comprised of the family, school, NGOs, church, friends, neighbours and Mama Mkubwa (MM). The OCHH have different perceptions of each of these institutions

and they have identified needs and rights gaps. The interrelationship of the categories shows the power each has and how that power affects the children’s perspective. The second category (local government welfare institutions) comprises the village authority governed by the village council, The Most Vulnerable Child Committee (MVCC) and the District Council. These have links with the national and global institutions which give them an outward outlook at the expense of being noticed by the OCHH. The third category (State power institutions), the police, the courts and the prison depend on the first and second category for their effectiveness. This category is not mentioned specifically by most of the OCHH, but its role in issues affecting the OCHH has been observed in the course of the study. This chapter deals with the three categories only.The fourth category, discussed in chapters six and seven, comprises national and international institutions.

The chapter begins with the order of the significance of the institutions as perceived by the children from the first category. The significance is measured either in terms of the importance the children assign to that institution or the actual contact and support the children have received from that institution. Noteworthy is the fact that the significance assigned is derived from either actual relationship or from anticipation. For example: The OCHH perceives non-governmental organisations (NGOs) (in the first category) as instrumental, in terms of provision of immediate

needs. This perception exists, even though not all OCHH have been supported by NGOs, while those who have, have not found all their needs fulfilled as they would have wished.

The OCHH have unsatisfied needs and rights which they have identified during the study. These include security as raised by Kevona and CHH in Kishojo village. The major need which each OCHH raised is of provisions as all of them, as discussed in the study have no reliable food, clothing, medical care, housing (with exception of the few who have been supported). Schooling is yet a very important need related to the children’s rights to education which has not been met.There are OCHH who are school drop-out as for being unable to balance the roles of heading household and schooling or for lack of resources needed to continue with school. There are OCHH (e.g Kili) who were unable to acess justice as a right when their property was grabbed. Kili and Kahoo, have identified non- participation in decisions which mattered to them as a problem affecting OCHH. All of these culminate in the lack of the OCHH rights to protection, participation, provision as well as prevention as advocated for in the CRC, ACRWC and the TLCA discussed further in chapters six and seven.

The nature of each institution and how it affects the OCHH is introduced before a discussion of the interrelationships between the different institutions and the connections between the local governance institutions and their relationships with the national and international governance institutions discussed in chapters six and seven. In conclusion the chapter highlights the dilemma of the OCHH, as different institutions seem to revolve round them without taking responsibility for them. Some institutions are ‘caring about’ by trying to accommodate the OCHHs’ perspectives,

but without ‘taking care of.’ Others are ‘giving care’ by providing for some needs, but not taking ‘care receiving’ into account. The rights enshrined in the international convention such as the CRC, ACRWC are not a reality to the OCHH.