Authenticity and the International Volunteer Excursion: What Constitutes a ‘Real’ Kenyan Experience?
Author(s):
Kaylan Schwarz (presenting / submitting)
Conference:
ECER 2015
Format:
Paper

Session Information

20 SES 02, Freedom of Every Day Interactions: Youth and Democratic Culture in Hungary

Time:
2015-09-08
15:15-16:45
Room:
665.Oktatóterem [C]
Chair:
Christian Quvang

Contribution

This paper explores how a group of European undergraduates make meaning of their journeys as they prepare for, participate in, and reflect upon a short-term international volunteer excursion in Kenya.

International volunteer experiences provide a rich study setting because they constitute a unique life episode (outside of one’s ordinary course) where the narrative landscape may be quite dissimilar from volunteers’ home contexts. In addition, these culturally-situated travel practices take place at the transitional period between adolescence and adulthood, envisioned as a rite of passage for the young global citizen which “comes packaged with promises of adventure, discovery, exotic encounters and life changing experiences” (Simpson, 2004, p. 1).

This paper focuses specifically on the pursuit of ‘authentic’ experience within international volunteer practice. Because traveling is a project in self-making (not simply leisure), the presumption is that the more authentic the experience overseas, the more likely it will fulfil existential desires to “endow the individual’s identity with a richer and fuller experience of being” (Noy, 2004, p. 85). Further, travel offers a mechanism wherein individuals seek fulfilment in (physically distant) spaces thought to be primitive or untouched; geographies which are “accorded a higher quotient of realness” (Kirshenblatt-Gimblett, 1998, p. 30). This imagines that some level of personal enrichment is achieved by making a bodily passage through seemingly exotic (more ‘genuine’) locales.

MacCannell (1973) famously examines the ‘authentic paradigm’ in relation to Goffman's (1959) conception of front and back regions. In the travel context, the front region is considered a reception area, spaces which are accessible and ‘on display’ for the public audience. The back region, conversely, is restricted to insiders and therefore represents a place of importance, refuge and intimacy. MacCannell (1973) argues that these back regions are revered by travellers precisely because of their seclusion, where the possibility of slipping ‘behind the curtain’ to enable one’s deeper connection with the ‘native culture’ is highly valued. Tourist settings are therefore orchestrated toappear remote or ‘non-touristic’ to create the impression that the backstage has been entered, what MacCannell (1973) refers to as ‘staged authenticity.’ MacCannell (1973) contends that the tourist is unaware that they are viewing a ‘well-contrived imitation,’ perhaps because their notion of authenticity is less an appraisal based on ‘truth’ than “a projection from Western consciousness” – a symbolic authenticity based on their own expectations or imaginings of seemingly distant people and places (Bruner, 1991, p. 243).

In tow, an international volunteer industry has rapidly expanded to offer packaged experiences promising a ‘real’ (backstage) encounter with the foreign ‘other’ – the irony being that ‘authenticity’ becomes a commodity available for purchase (Simpson, 2004; Vodopivec & Jaffe, 2011; Wang, 1999). Indeed, one strong critique levied at international volunteering is that it masquerades as a genuine (non-commercial) encounter, but “paradoxically obscure[s] the most foundational of realities: the fact that the participants are there as consumers” (Mahrouse, 2011, p. 385). For example, in Mahrouse’s (2011) and Prins and Webster’s (2010) respective studies of young Americans volunteering in South America, the authors found that despite participants emphasising their desire to penetrate spaces untouched by tourism, their encounters were nevertheless confined to the ‘front regions’ of hotels, restaurants and markets (where the majority of their interactions with ‘locales’ were premised upon the purchase of goods and services). Ultimately, these findings challenge whether international volunteering is particularly distinguishable from mass tourism practice.

With this framework in mind, the research question that drives this paper is: how do participants take-up and employ notions of authenticity within their personal travel narratives, and on what bases do they claim to have had an ‘authentic’ experience?

Method

This paper is drawn from a case study following 27 European undergraduates (of British, Polish, Greek and Spanish origin) as they prepared for, participated in and reflected upon a 10-week international volunteer excursion in Kenya. The sample was purposeful, which involved intentionally seeking the group of individuals who could “best inform the researcher about the research problem under examination” (Creswell, 2007, p. 118). I became aware of the trip facilitators (a UK-based charitable organisation) through an advertising campaign soliciting undergraduate volunteers to support their summer programming. The management committee expressed interest in the research project and agreed to help provide access to potential participants as well as the volunteer site in Kenya. Data collection took place at three distinct moments: before, during, and after the international volunteer excursion, capitalising on the notion that “living involves continually constructing and reconstructing stories of our lives, without knowing their outcome, revising the plot as new events are added” (McAdams, Josselson, & Lieblich, 2001, p. xv). Participants’ narrative accounts were collected verbally, by way of semi-structured interviews and visually, by way of photographic content posted to Facebook. I chose this approach because I wanted to combine the strengths of two research traditions (one well-established, and one still emerging) to multiply the angles from which young people’s international volunteer experiences might be understood. In addition, I visited the volunteer site in Kenya for three weeks to make unstructured observations, maintaining a daily practice of writing field notes to support later descriptions of the context in which participants’ narrative texts were produced. In sum, the study followed participants’ international volunteer excursion temporally (over time), but also spatially as they shifted geographic contexts from the European undergraduate campus to a rural village setting in Kenya. This study employed a ‘paradigmatic analysis,’ which involved an examination of data to identify common themes within the verbal and visual text collected (Polkinghorne, 1995). Here, the researcher inspects several stories, teasing out the resonances across accounts, and then integrates these with concepts derived from prior theoretical and empirical knowledge. The researcher then constructs a retelling (or metastory) that captures the ‘essence’ of participants’ lived experiences based on critical moments or themes that emerge from the data (Chase, 2011).

Expected Outcomes

Participants seemed keen to demarcate boundaries between themselves as volunteers and those passing through as ‘mere tourists.’ Here, they emphasized the seemingly limited vantage points available to the vacationer – that tourists remain in the ‘front region’ (of safaris and cityscapes) and do not come to ‘know’ the country, the culture and the people as intimately as they had as volunteers. Participants also highlighted distinctions between themselves and other volunteers – a grouping they referred to broadly (and almost derogatorily) as ‘voluntourists.’ Here, participants laid claim to the authenticity of their own experiences by emphasizing the longer length of their project, the austerity of their accommodations, their physical location within a rural village, and the overall difficulty of the work they engaged in. These narratives exhibit a competitive tone (a strong propensity to define and distinguish oneself from less-integrated others) and help to illuminate the criteria and values upon which these young people evaluate their intercultural experiences overseas. Overall, hardship itself was constructed as a primary marker of authenticity – participants celebrated the impoverished conditions they encountered as emblems of the non-commercialised, unadulterated world. By consequence, material inequities were depoliticised as a natural (perhaps even picturesque) characteristic of the scenery, and as something that should remain unspoiled by development. Finally, participants did not consider the ways in which they may have witnessed ‘staged authenticity’ during their travels nor how the country’s affluent or urban geographies may also constitute a version of the ‘real Kenya.’

References

Bruner, J. (1991). The narrative construction of reality. Critical Inquiry, 1(1), 1-21. Chase, S.E. (2011). Narrative inquiry: Still a field in the making. In N.K. Denzin & Y.S. Lincoln (Eds.), The SAGE handbook of qualitative research (4th ed., pp. 421-434). London: Sage. Creswell, J.W. (2007). Qualitative inquiry & research design: Choosing among five approaches (2nd ed.). London: Sage. Goffman, E. (1959). The presentation of self in everyday life. London: Penguin. Kirshenblatt-Gimblett, B. (1998). Destination culture: Tourism, museums and heritage. Berkeley, CA: University of California Press. MacCannell, D. (1973). Staged authenticity: Arrangements of social space in tourist settings. American Journal of Sociology, 79(3), 589-603. Mahrouse, G. (2011). Feel-good tourism: An ethical option for socially-conscious westerners? ACME: An International E-Journal for Critical Geographies, 10(3), 372-391. McAdams, D.P., Josselson, R., & Lieblich, A. (Eds.). (2001). Turns in the road: Narrative studies of lives in transition. Washington, DC: American Psychological Association. Noy, C. (2004). This trip really changed me: Backpackers’ narratives of self-change. Annals of Tourism Research, 31(1), 78-102. Polkinghorne, D.E. (1995). Narrative configuration in qualitative analysis. International Journal of Qualitative Studies in Education, 8(1), 5-23. Prins, E., & Webster, N. (2010). Student identities and the tourist gaze in international service-learning: A university project in Belize. Journal of Higher Education Outreach and Engagement, 14(1), 5-32. Simpson, K. (2004). Broad horizons? Geographies and pedagogies of the gap year. (Unpublished doctoral dissertation). University of Newcastle, Newcastle-upon-Tyne. Vodopivec, B., & Jaffe, R. (2011). Save the world in a week: Volunteer tourism, development and difference. European Journal of Development Research, 23(1), 111-128. Wang, N. (1999). Rethinking authenticity in tourism experience. Annals of Tourism. Research, 26(2), 349-370.

Author Information

Kaylan Schwarz (presenting / submitting)
University of Cambridge
Education, Equality and Development
Cambridge

Update Modus of this Database

The current conference programme can be browsed in the conference management system (conftool) and, closer to the conference, in the conference app.
This database will be updated with the conference data after ECER. 

Search the ECER Programme

  • Search for keywords and phrases in "Text Search"
  • Restrict in which part of the abstracts to search in "Where to search"
  • Search for authors and in the respective field.
  • For planning your conference attendance, please use the conference app, which will be issued some weeks before the conference and the conference agenda provided in conftool.
  • If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.