Abstract:
This thesis seeks to understand what motivates young people to get involved in development initiatives, specifically addressing the gap in the literature between awareness about social justice issues and action. Gathering the life stories of university students who are active in development organisations, key influences are revealed. With the belief that identities are conceived and constructed as narratives, these individuals have incorporated development not only into their knowledge-bank, but also into their self-narrative, setting them apart as development actors. Understanding the key motivations that lead a young person to incorporate the development-actor narrative into their own self-narrative is vital to encourage more would-be actors. Overwhelmingly, this research finds that critical education is central to ongoing action, and glocalised understandings of development determine how young people are engaging. Family upbringing and travel are factors that contribute to awareness, with religion also contributing to action, but the knowledge of complicity resulting from critical education is the most compelling factor in determining action. Young people are often choosing to be involved with alternative or youth-led organisations, human connection being a core mode of engagement. Acting glocally is also paramount – these youth see it as equally important to act for poverty initiatives within New Zealand, as it is overseas. Ultimately, this research has found that there is a strong, critically aware core of young development actors that offers hope for the future of development constituencies.